Work Motivation V1
-
Upload
ankit-bhatnagar -
Category
Documents
-
view
217 -
download
3
description
Transcript of Work Motivation V1
DAYALBAGH EDUCATIONAL INSTITUTE
Distance Education Programme (MBA)Noida, Distance Education Centre
Session 2014-15
Research ProjectIn partial fulfillment of the requirements of
Master of Business Administration
GuideMrs.Toran Talwar
Effect of Emotional Intelligence on Work Motivation level of Corporate Employees
Submitted by: Ankit BhatnagarRoll No. 11D408
Certificate
This is to certify that Mr. Ankit Bhatnagar (Roll No. 11D408) is a bonafide student of MBA
Final Year, Management Programme, Dayalbagh Educational Institute, Noida Center. He is
currently pursuing a major project entitled: “Effect of Emotional Intelligence on Work
Motivation level of Corporate Employees “under my guidance. Your cooperation in this regard
will be highly appreciated.
(Signature of Student) (Signature of Mentor)
Ankit Bhatnagar Toran Talwar
Roll No: 11D408 Research Scholar
School of Social Science
Gautam Buddha University
Greater Noida
Acknowledgement
I am using this opportunity to express my gratitude to everyone who supported me throughout
the course of this MBA project. I am thankful for their aspiring guidance, invaluably
constructive criticism and friendly advice during the project work. I am sincerely grateful to
them for sharing their truthful and illuminating views on a number of issues related to the
project.
I would also like to thank my project guide Mrs. Toran Talwar and all the people who provided
me with the facilities being required and conductive conditions for my MBA project. I express
my thanks to the Center-in-charge of Distance Education Centre, Noida (DEI) for extending her
support. I thank and appreciate helpful people who filled my questionnaire, for their support
and information sharing.
Last but not the least; I would like to thank my Institute, mentors and fellow students for their
help & support. I also extend my heartfelt thanks to my family and well wishers.
Thank you,
Ankit Bhatnagar
11D408
Table of Contents
Chapter 1.......................................................................................................................................3
Introduction...................................................................................................................................3
Emotional Intelligence................................................................................................................5
Self-Determination Theory.........................................................................................................6
Intrinsic Motivation...................................................................................................................7
Extrinsic Motivation...................................................................................................................7
External regulation....................................................................................................................7
Introjected regulation.................................................................................................................7
Identified regulation...................................................................................................................8
Integrated regulation..................................................................................................................8
Amotivation................................................................................................................................8
Empirical Support......................................................................................................................9
Emotional Intelligence and Self-Determined Motivation.........................................................10
Corporate sector..........................................................................................................................10
Chapter 2.....................................................................................................................................12
Literature review.........................................................................................................................12
Chapter 3.....................................................................................................................................15
Aim of the Study..........................................................................................................................15
Research Objective.......................................................................................................................15
Hypotheses...................................................................................................................................15
Research Methodology.................................................................................................................16
Type of research.......................................................................................................................16
Sample......................................................................................................................................16
Tools:........................................................................................................................................16
Questionnaire:..........................................................................................................................16
Data Analysis...............................................................................................................................19
Measures..................................................................................................................................19
Emotional Competency............................................................................................................19
Tackling emotional upsets................................................................................................................19
High self‐esteem...............................................................................................................................20
Tactful response...............................................................................................................................20
Handling Egoism..............................................................................................................................20
Emotional Maturity..................................................................................................................21
Self‐awareness..................................................................................................................................21
Developing others Recognizing........................................................................................................21
Delaying gratification.......................................................................................................................21
Adaptability and flexibility...............................................................................................................21
Emotional Sensitivity................................................................................................................22
Understanding threshold of emotional arousal.................................................................................22
Empathy...........................................................................................................................................22
Improving inter-personal relations....................................................................................................22
Communicability of emotions..........................................................................................................22
Quantitative Analysis...............................................................................................................24
Scoring key......................................................................................................................................24
Distribution of the Question:............................................................................................................25
Interpretation of Score:.....................................................................................................................25
Motivation Analysis.........................................................................................................................26
Work Motivation calculations: Self Determination Theory W–SDI.................................................27
Analysis Data..................................................................................................................................27
Chapter 3.....................................................................................................................................28
Results..........................................................................................................................................28
Descriptive Statistics.................................................................................................................28
Correlations..............................................................................................................................41
Chapter 4.....................................................................................................................................43
Discussion.................................................................................................................................43
Hypotheses................................................................................................................................43
Conclude...................................................................................................................................44
Unexpected Findings................................................................................................................44
Limitations...............................................................................................................................44
References................................................................................................................................45
Appendix A:.............................................................................................................................58
2 | P a g e
Chapter 1
Introduction
The concept of emotional intelligence (EQ) was first proposed by Mayer & Salovey (1990)
which was then popularized by Goleman: Why it can matter more than IQ". Since then, this area
has got much attention in the field of leadership, Human resource management and
organizational behaviour. EQ came up from the work of social intelligence by Thorndike (1920)
& Gardner’s (1983) concept of intrapersonal and interpersonal intelligence. In 1927, Thorndike
classified Intelligence into three types: Abstract Intelligence which is related to verbal concepts,
Concrete Intelligence which is related to shapes and matter and thirdly Social Intelligence now
termed as Emotional Intelligence. It shows that it is not a new concept. The researchers have
defined EQ as a distinct psychological skill that can be consistently gauged. Salovey & Mayer
(1990) defined emotional intelligence as ‚the subset of social intelligence that involves the
ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and
to use this information to guide one’s thinking and actions‛ (p. 189). Their model includes
features of intelligence, adjustability and encouragement.
Work Motivation is one of the most important devices for Organization to compete in the
modern day’s Environment. Contemporary organization need to develop and adjust them to
keep up with competition. In the past organization had the luxury of time to spend in all aspects
of running businesses. Companies could expend as much as 5-20 years in research and
development of new products (Boone & Kurtz, 1996) with the emergence of the digital era, such
as luxury is becoming too costly to afford. Those who move slowly will be left behind and
eventually drooped out from the market.
Organizations are drive to improve their efficiency through investing more in equipment and
technology. However advance equipment or technology cannot operate without people. Hence
employments are the most important element of the organizations. Employee is the real forces in 3 | P a g e
the organization that get the job done. When an organization improves its efficiency, it is
actually the employee who exerts more efforts to get things done faster and better. Managers
must understand the motivation process to motivate employee to exert their effort towards
organization objectives.
Work motivation is an enigmatic topic in work and organizational science (Kanfer, Chen, &
Pritchard, 2008). Given today’s economy, a motivated workforce represents both a competitive
advantage and a critical strategic asset in any work environment. In organizational research,
work motivation has been the subject of more theories than any other topic (Baron, 1991);
organizational researchers see employee motivation as a fundamental building block in the
development of effective theories (Steers, Mowday, & Shapiro, 2004). Indeed, programs of
research guided by Expectancy-valance theory, self-regulation and goal-setting formulations,
social exchange and justice approaches, and self perspective (e.g., self-determination theory
[SDT]; Deci & Ryan, 1985, 2000) have stimulated the development of organizational and
managerial practices to promote positive worker attitudes (e.g., employee commitment) and
enhance job performance (e.g., individual and team effort).
SDT focuses on the “nature” of motivation, that is, the “why of behavior.” The underlying
assumption is that “human beings are active, growth-oriented organisms who are naturally
inclined toward integration of their psychic elements into a unified sense of self and integration
of themselves into larger social structures” (Deci & Ryan, 2000, p. 229). Although
psychological growth and integration tendencies are natural, they are susceptible to social and
environmental conditions which can either support propensities for self-determination or disrupt
them (Ryan & Deci, 2002).
4 | P a g e
Emotional Intelligence
The work of Corporate Employee source handlers represents both a highly stressful and unique
set of activities. The need to balance contradictory roles while maintaining a high degree of
interpersonal sensitivity is a key trait for Corporate Employee handlers. It can therefore be
suggested that the unique nature of the job requires a look at emotional strengths. In the last two
decades, the concept of emotional intelligence exploded largely due to the 1995 bestseller
publication Emotional Intelligence by Daniel Goleman. Since then, there has been significant
development in the theoretical and empirical emotional intelligence literature. However,
contrary to media belief, emotional intelligence and related concepts are not new. Cognitive
intelligence research dates back to the early 1900’s when Charles Spearman described a concept
he referred to as general intelligence. Spearman (1904) believed that intelligent behavior is
generated by a single unitary quality within the human mind or brain, thereby emphasizing
cognitive ability. However, unlike Spearman and other advocates of general intelligence, E.L
Thorndike (1920) believed in a non-cognitive aspect of intelligence, called social intelligence. In
his view, social intelligence is a person’s ability to understand and manage other people and to
engage in adaptive social interactions (Kihlstrom & Cantor, 2000). From there, the study of
intelligence focused mainly on social cognitive elements (e.g., Kelly, 1955; Piaget, 1972;
Mischel, 1968; 1973). Interest in alternative forms of intelligence was rekindled in 1983 when
Gardner introduced his theory of multiple intelligences. Gardner proposed that there are seven
different kinds of intelligence, each hypothetically dissociable from the others and each 5
hypothetically associated with a different brain system. The seven intelligences include:
linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily kinesthetic
intelligence, spatial intelligence, interpersonal intelligence and intrapersonal intelligence. The
latter two types of intelligences Gardner referred to as personal intelligences are of particular
interest. Intrapersonal intelligence is defined as a person’s ability to understand their own
emotions, goals, and motivations. Interpersonal intelligence is referred to as a person’s ability to
5 | P a g e
understand the intentions, motivations, and desires of other people (Gardner, 1983).In 1990,
inspired by Gardner’s conceptualization of personal intelligences, Salovey and Mayer (1990;
Salovey, Hsee, & Mayer, 1993) introduced the first emotional intelligence theory to have a
significant impact on scientific literature. Although the term emotional intelligence had been
previously used by various authors (e.g., Greenspan,1989; Leuner, 1966; Payne, 1986), it was
not until Salovey and Mayer developed their multidimensional theory that emotional
intelligence became a prolific research topic (Mayer, Salovey, & Caruso, 2000a).
Self-Determination Theory
Self-determination theory (SDT) is one of the most elaborated and well-researched theories of
motivation. It postulates that motivation reflects an intention to act and is built on a continuum
of six classes of motivation regulation (Deci & Ryan, 1985; 2002; 2008). Specifically, each
class defines the degree to which intentions are initiated and regulated based on the relative
strength of autonomous versus controlled motivation; thereby having a measurable impact on
behavioral and cognitive characteristics. This impact is specifically defined through the
importance of intentions from the most to least self-determined behavior through the following
six classes: intrinsic motivation; four forms of extrinsic motivation (i.e., integrated regulation,
identified regulation, introjected regulation, external regulation); and amotivation. Figure 2
shows a graphic representation of the various types of regulation and its corresponding
motivation along the self-determination continuum proposed by Deci and Ryan (1985; 2002;
2008).
6 | P a g e
Intrinsic Motivation
Intrinsic motivation refers to behaviors that are performed out of pure enjoyment and/or interest
(Deci & Ryan, 1985; 2002; 2008). Individuals engage in an activity for the pleasure and
inherent gratification in the activity; thus, no rewards, promises, or punishments are necessary.
Intrinsically motivated behavior has a perceived internal locus of causality.
Extrinsic Motivation
Extrinsic motivation refers to behaviours that are usually instrumental and that are performed to
obtain positive outcomes or to avoid negative consequences. However, according to SDT,
extrinsically motivated behaviours can vary in autonomy, depending on the perceived source of
regulation. Specifically, Deci and Ryan (1985; 2002; 2008) identified four forms of extrinsic
motivation: external, introjected, identified, and integrated.
External regulation
It refers to behaviour that occurs to satisfy an external demand or reward contingency; it
represents a simple operant conditioning response. It is the least autonomous form of extrinsic
motivation and has a completely external perceived locus of control. Because this behaviour
depends on external contingencies it would not be expected to occur until direct external
controls are in effect.
Introjected regulation
It refers to a behaviour that is socially acceptable and that is performed to avoid negative self-
conscious emotions (e.g., guilt and shame) or to attain feelings of contingent self-worth. It
represents a partial internalization of pressure and control from external social demands. In other
words, although the behaviour is considered to be internal to the person (in the sense that the
behaviour no longer requires overtly external prompts), the regulatory process motivating it is
still external to the self.7 | P a g e
Identified regulation
It refers to the acceptance of behaviour as personally important and valued. More specifically,
when an individual identifies with behaviour and its consequences, he/she regards it as his/her
own and performs it with a sense of freedom and autonomy.
Integrated regulation
It refers to a behaviour that is an integral part of the self and that is harmoniously enmeshed
within one’s goals and values system. However, although integrated regulation behaviours are
volitionally performed, they are still considered to be extrinsically motivated (rather than
intrinsically motivated) because they are completed to achieve personal goals, rather than for
enjoyment or inherent interest. For example, a Corporate Employee source handler who views
himself/herself as an agent of the law and therefore believes recruiting human sources to obtain
information on crimes is the right thing to do to ensure the safety and security of citizens.
Amotivation
Amotivation refers to the lack of action or intention to act (due to either internal or external
forces). That is, individuals are amotivated when they believe they are unable to achieve a
desired outcome due to feelings of incompetence, lack of contingency, and/or lack of value in
the activity. Amotivated behaviour may include actions of procrastination which are conducted
purposefully. For example, a Corporate Employee source handler who will not recruit or
manage sources anymore and may be heard saying “I can’t see the point in obtaining sources
anymore”.
8 | P a g e
Empirical Support
SDT is one of the most thoroughly researched and elaborated theories on the needs and motives
of human beings (Deci & Ryan, 2008); and as such has been validated and studied in various
domains, including sports (e.g., Fortier, Sweet, O’Sullivan, & Williams, 2007; Wilson, Mack, &
Grattan, 2008), education (e.g., Guay, Ratelle, & Chanal, 2008; Jang, 2008; Roth, Assor, Kanat-
Maymon, & Kaplan, 2007), leisure (e.g., Pelletier, Vallerand, Green-Demers, Blais, & Briere,
1996), ecological behaviours (Pelletier & Sharp, 2008; Pelletier, Tuson, Green-Demers, Noels,
& Beaton, 1998), health (e.g., Kennedy, Gogin, & Nollen, 2004; Miquelon &Vallerand, 2008);
and close relationships/parenting (e.g., Joussemet, Landry, & Koestner, 2008; La Guardia &
Patrick, 2008). Self-determination theory (Deci & Ryan, 1985; 2002; 2008) has also proved to
be relevant to the work domain. That is, the different types and subtypes of the motivational
taxonomy proposed by Deci and Ryan (1985; 2002; 2008) were successfully identified and
validated using samples from organizational settings (Blais, Brière, Lachance, Riddle, &
Vallerand, 1993; Tremblay, Blanchard, Taylor, & Pelletier, 2009). Moreover the motives
described by self-determination theory (Deci & Ryan, 1985; 2002; 2008) have also been tied to
a variety of key work issues through theoretically meaningful constellations of associations
(Baard, Deci, & Ryan, 2004; Levesque, Blais, & Hess, 2004a; Levesque, Blais, & Hess, 2004b).
Figure 2. According SDT, the types of motivation and regulations along the continuum of self determination .Adapted from the handbook of the Self –Determination Research by Deci, E., and Ryan, R., 2002, Rochester, NY:University of Rochester Press.
9 | P a g e
Emotional Intelligence and Self-Determined Motivation
Why is emotional intelligence liable to foster self-determined motivation?
Salovey and Mayer (1990; Salovey et al., 1993) suggested that emotional intelligence facilitates
motivation because it allows for an optimal use of emotions as a source of motivation. It is
further proposed here that emotional intelligence is a plausible antecedent of self-determined
motivation because it is helpful in managing the negative emotions generated by extrinsic
activities, and in making the best of positive emotions experienced during intrinsic activities.
Results from isolated studies (Green-Demers, 2005; Tadros & Green-Demers, 2010) offer
preliminary support for this novel idea.
Corporate sector
The economic reforms since 1991 have brought many changes to the environment in which
Indian companies previously operated. The principal aim of these reforms was to strengthen
market discipline and promote greater competition by putting an end to the “license raj,” namely
through the abolition of the Industries Development and Regulation Act (1951) and amendments
to the Companies Act and several other major laws, which had imposed a heavy legal and
regulatory burden on the corporate sector (Box 1). In addition, the foreign trade regime was
liberalized through cuts in tariff rates, reductions in nontariff barriers, and a streamlining of
import licenses; foreign investment opportunities were increased; and shareholders’ rights were
improved. Indian companies were allowed to enter into joint ventures with multinational
enterprises more freely, import new technologies and capital goods, expand productive capacity,
and introduce new products without obtaining industrial licenses.3 More recently, steps have
been taken to dereserve a number of small-scale industries, particularly those industries with the
greatest export potential. A more modern competition law has also been enacted that focuses
more on anti-competitive practices, by giving greater consideration to abuse of market
dominance rather than through firm size per se. Further progress is needed in reforming labor
10 | P a g e
laws to allow flexibility in employment decisions in line with market conditions. The financial
sector has also experienced a considerable opening. Recognizing the poor health of the financial
sector, a host of reforms were implemented (as laid out by the Narasimham Committee on
Financial Sector Reforms), including the deregulation of interest rates, easing of restrictions on
private and foreign banks, removal of consortium lending requirements, liberalizing of bank
branch licensing, and entry of private sector mutual funds and foreign institutional investors.
Financial sector reforms, in particular, have acted to induce firms to improve their cash and debt
management during the reform period. India’s corporate sector has grown steadily over the past
two decades in terms of number of registered companies and amount of paid up capital (Table
1). The corporate sector consists of closely held (private limited) and publicly held (public
limited) companies, with approximately 619,000 registered companies as of June 2003, about 40
percent of which are in the manufacturing sector.
11 | P a g e
Chapter 2
Literature review
A popular contemporary theory of motivation is the expectancy model (vroom 1964). This
model explains the motivation process. The expectancy model suggests that employee view
rewards in an absolute term while the equity theory does not take into consideration various
expectations employee have in mind. Poter and lawer(1968) proposed that each theory alone
was insufficient to cover the full complexity of the motivation process, the two models are
combined for a better picture of the motivation process in an organization context. This new
model are combined for a better picture of the motivation process in an organization
context .This new model suggest that the probability in attaining rewards and the value of
reward , derived from the perceived equity of employee input and output of s job , are important
elements of the motivation process.
Finchan and Rodes(2005) defined satisfaction as feeling or affective responses worker
experience in a job and the that there are several dimensions of job satisfaction ,i,e., satisfaction
in the job itself, in co-workers , in the company, and with rewards .satisfaction with the reward
is the major theme in porter-Lawler model. Poter and Lawer (1968) suggested that valence is not
determined from the absolute value of the rewards. The value of rewards is comparative.
Worker’s valuation of the rewards, both intrinsic and extrinsic, is derived from comparison
against their other peo’s rewards. The satisfaction in the company value of rewards determines
the level of the effort employee will put into job. If their perceived rewards are comparatively
less than others, they will dissatisfied and will lose enthusiasm and hence, become less
productive.
12 | P a g e
Since satisfaction is involved with the faculty of feeling or affection, the ability to maintain
appropriate feeling or emotions towards rewards is essential. Employee’s satisfaction with the
value of rewards is assumed to be rational and based solely on economic reason in reality, a
human mind function in a more complex manner. Goleman (1995) suggests that a human mind
includes the rational mind and the emotional mind, People judgment is influences by both. The
researcher proposed that, apart from economic reasoning, workers assessment of the equity and
expectancy in rewards is also influenced by emotions .Salovey and Mayer (1990) suggested that
concept of emotional intelligence (EI) as the ability to identify and manage emotions. The
proposition made in this study is the emotional intelligence (EI) is an important mediator for the
worker’s assessment of value of rewards to them and hence the perception of equity and valence
of reward.
Pinder (1998) defined work motivation as “a set of energetic forces that originates both within
as well as beyond an individual’s being, to initiate work-related behaviour, and to determine its
form, direction, intensity and duration” (p. 11). Motivation is thusly manifested by attention,
effort, and persistence. The ability to measure factors that energize, channel, and sustain work
behavior over time (Steers et al., 2004), is essential for capturing employee motivation and for
developing interventions aimed at enhancing motivation, and in turn, job satisfaction and
performance. To date, most research on the influence of individual factors in work motivation
has investigated differences that can be captured through self-report measures of personality,
affect, interests, and values (Kanfer et al., 2008). Within the organizational Psychology
literature, there are four major measurement systems used to assess work motivation. These
include projective, objective, implicit/explicit, and subjective measures.
SDT generally applies to activities that people find interesting, optimally challenging, or
aesthetically pleasing. Activities, which are not experienced as such, work for example, are
unlikely to be performed unless there is, to some extent, an extrinsic reason for doing them
(Deci & Ryan, 2002). Consequently, SDT distinguishes between intrinsic motivation (i.e., doing
13 | P a g e
an activity for its own sake because one finds the activity inherently interesting and satisfying)
and extrinsic motivation (i.e., doing an activity for an instrumental reason). There are different
types of extrinsic motivation that can be relatively controlled by external factors or that can be
relatively autonomous (i.e., self-regulated through an individual’s acquired goals and values).
These types of motivation can be aligned along a continuum, that is, a quasi-simplex pattern
(Ryan & Connell, 1989) representing the degree to which goals/values have been internalised
(Ryan & Deci, 2002).
14 | P a g e
Chapter 3
Aim of the Study
To study the effect of emotional intelligence on work motivation level of corporate employees.
Research Objective
To investigate the relationship between the Emotional Intelligence and Work Motivation
To scale the Emotional Intelligence of high experience employees.
To scale the work motivation level of high experience employees.
To analyses the effect of the Internal motivated employees on their emotional
intelligence.
Hypotheses
H1: Emotional intelligence is positively related to the work Motivation.
H2: Senior management employees have higher emotional intelligence.
H3: Senior management employees have higher work Motivation.
H4: Internal motivated employees have higher emotional intelligence.
15 | P a g e
Research Methodology
Type of research: Descriptive study
Sample
Simple random sampling technique is used in the project. Total 105 participants from corporate
Companies participated in the questionnaire. All the organization belongs to the group of the
corporate Employee. Age range would be from 21 to 62 years.
Tools:
Data will be collected through self-administered online survey method. Questionnaires will be
used as the data collection tool. A self-administered questionnaire survey will be adopted for
collecting data because of its advantage in yielding responses in standard format from a large
number of respondents and the benefit of collecting data from respondents from geographically
dispersed locations. Structured questionnaires along with cover letter would be provided to the
respondents. The cover letter would mention that employee participation is voluntary, and the
information provided would remain confidential and anonymous.
Questionnaire:
1. Emotional Intelligence Questionnaire: Singh et al. (2001)
The present EQ test measures three psychological dimensions such as emotional
sensitivity, emotional maturity and emotional competency. This test has been
standardized for professional managers, businessmen, bureaucrats, artists, graduate
student, and adolescent population. This EQ test has a test-retest and split half reliability
of 0.94 and 0.89 respectively and validity of 0.89.
16 | P a g e
2. Motivation Questionnaire
To develop the 18-item WEIMS, the best three manifest measurement indicators (items)
of each of the five BIWM’s original constructs,1 were adapted using a back-to-back
retranslation technique (Vallerand, 1989). Following this adaptation step, the WEIMS’s
18 items were put to the test of an exploratory factor analysis (EFA) are Intrinsic
motivation, Integrated Regulation, Identified regulation, Introjected Regulation,
External regulation and Amotivation. The internal consistency (Cronbach’s alpha
coefficient) of the W–SDI was .84
17 | P a g e
Table 2: Characteristic of the participants
Characteristics Category No of Participants
Gender Male 71
Female 34
Age <25 6
26-30 32
31-45 29
36-40 23
41-45 7
46-50 3
51-55 3
56-50 2
61-65 1
Qualification Graduate 46
Post-Graduate 59
Year of Experience <5 16
6-10 44
11-15 23
16-20 10
21-25 7
26-30 2
31-35 1
36-40 2
18 | P a g e
Data Analysis
Analysis would be done on primary data. After data collection from the online questionnaire,
multiple correlations calculated with the help of SPSS.
Measures
The questionnaire booklet was comprised of various instruments which are discussed in more
detail in the present section. Please refer to Appendix A for the complete questionnaire package.
Emotional intelligence constitutes three psychological dimensions—emotional competency,
Emotional maturity and emotional sensitivity—which motivate an individual to recognize
truthfully, interpret honestly and handle tactfully the dynamics of human behaviour.
Emotional Competency
The managers have to learn the following emotional competencies which have been identified
after a detailed research on Indian industry. These competencies are:
Tackling emotional upsets This means tackling frustrations, conflicts, inferiority complexes etc. It also means avoiding
emotional exhaustion such as stress, burnout and negativity of emotions. People in conflict are
generally locked into a self‐perpetuating emotional spiral in which the genesis of the conflict is
usually not clear. Finding ways to deal with anger, fear, anxiety and sadness are essential signs
of emotional competency. For example, learning how to manage yourself when upset is one
such asset. Being able to channelize emotions to a positive end is another key skill to raise your
EQ. Under Indian conditions, inferiority complex arising from issues such as knowledge,
education, physical characteristics, religion, region, caste, sex and creed are not uncommon.
Inferiority complex is also reflected in the low self‐esteem, negative feelings and low opinion
about oneself. Research shows that a high level of emotional intelligence helps overcome
inferiority complex.
19 | P a g e
High self‐esteemMany managers often give themselves a negative feedback. On the other hand, there are those
who believe that optimism can be a useful asset. Research done in Indian organizations has
indicated that leaders should learn to be optimistic to boost their self‐esteem. High self‐esteem
gives a manager realistic confidence to perceive challenges as learning opportunities. As a
result, one constantly grows and improves. High self‐esteem is the greatest gift a manager can
give to himself. Unfortunately, most of us suffer from a wounded self‐esteem which often leads
to a psychological invalidation of the self. The managers should learn to acquire high self‐esteem which is reflected in the feelings of confidence and competence.
Tactful responseTactful response to Emotional stimuli this means being creative and practical towards emotional
prompts elicited from the inner self and the immediate environment. An emotionally intelligent
manager will try to manipulate the ongoing environment to his/her advantage by reacting
appropriately.
Handling Egoism Handling egoism is based on the view that the fundamental motive behind all emotional conduct
is self‐interest. A self‐centered manager talks incessantly of himself and his doings and is
interested in only his own concerns. Tackling ego problems without hurting one’s self‐esteem is
the key to success. An ‘I am never wrong’ attitude may be harmful in many situations. One
should not be an egoist. It is the root cause of problems in interpersonal relations. Taking the
initiative to resume dialogue and breaking the ice in situations where both parties have stuck to
their original stand and have refused to budge is a sign of emotional competency.
20 | P a g e
Emotional Maturity
Emotional maturity is reflected in the behavioural pattern exhibited by the managers while
dealing with the inner self and the immediate environment. Some of the important aspects of
emotional maturity are:
Self‐awareness One of the basic emotional skills is the ability to recognize different feelings emanating from
within and giving a name to them. Many managers are in fact unable to recognize their feelings
are inclined to deny them. Knowing one’s own emotional strength and weaknesses is of great
help. For instance, the inner self constantly responds to the outer world. It is generally believed
that if one cannot interpret one’s own emotions, he or she may not be able to do the same for
others. This will reduce your effectiveness in handling interpersonal relationships.
Developing others Recognizing Developing other recognizing the value of the contribution of others and encouraging their
participation can often do well. Appreciating other’s point of view and involving them actively
in a project are signs of an emotionally intelligent manager. Unfortunately, we in India seem to
lack this natural gift.
Delaying gratification The managers may learn to delay the gratification of reacting to a particular situation
instantaneously. This means to gain time to judge whether what is about to be said or done in
the heat of the moment is the best course of action by expressing personal concern without anger
or passivity, a manager may come out a winner. A manager must have loads of patience and
must not allow emotions to get the upper hand. Delaying gratification ‘is doing right’ and has
far‐reaching consequences in attaining success in personal and professional life.
Adaptability and flexibility Adaptability and flexibility knowing how and when to take the lead and when to follow are both
essential emotional skills. The managers should know when to be aggressive and when to be
passive. He should also know that there is a time to confront, withdraw, speak and remain silent.
21 | P a g e
However, to do so, the manager has to control powerful negative tendencies such as jealousy,
manipulation and the feeling of self‐grandeur.
Emotional Sensitivity
In the psychological sense, sensitivity means the characteristic of being peculiarly sensitive and
judges the threshold for various types of stimulations, evoking sensations, feelings and
emotions. The managers may seek to evolve the following in their personality:
Understanding threshold of emotional arousal The managers should be in a position to respond to stimuli of low intensity. Equally important is
the ability to be aware of the relationship between feelings and actions. What, for instance,
triggered a particular emotion? What was the feeling behind a specific action? These are
questions that managers ought to ask themselves to understand the intensity of emotions better.
Empathy Empathy is the ability to sense how other people feel. It is the ability to share and accept another
Person’s feelings. In India, we tend to call it the quality of humanness. It is the ability to listen to
others without getting carried away by personal emotions. It is necessary to be able to
distinguish between what others do or say, and one’s own personal reactions and judgments.
Improving inter-personal relations Developing quality inter‐relationships has a positive effect on all the parties. Positive inter‐personal relations are a sure sign of success. The key to good inter‐personal relations is to
believe in the basic elements of trust, confidence and reliance. Research has shown that the
primary cause of failures among executives was their poor inter‐personal relations at the
workplace. A manager with poor inter‐personal relations will experience considerable stress and
anxiety and exhibit lack of trust in others.
22 | P a g e
Communicability of emotions The influence of emotions is contagious and travels from one person to another instantaneously.
A cheerful manager communicates a message of confidence and self‐respect. In contrast,
expressions of negative feeling by a manager communicate a message of pessimism, bitterness,
Suspicion and inferiority. Hence, the managers may learn how to communicate emotions
through verbal and non‐verbal mediums.
23 | P a g e
Quantitative AnalysisScoring key: Convert the answer into the numeric values as per the scoring key of the
questionnaire for further analysis of the results. Table .3
Question No. Response Score Question No. Response Score1 A 15 12 A 20
B 5 B 15
C 10 C 10
D 20 D 5
2 A 5 13 A 5
B 10 B 15
C 15 C 20
D 20 D 10
3 A 15 14 A 10
B 20 B 15
C 5 C 5
D 10 D 20
4 A 20 15 A 10
B 15 B 15
C 10 C 20
D 5 D 5
5 A 5 16 A 5
B 20 B 10
C 15 C 20
D 10 D 15
6 A 10 17 A 5
B 20 B 10
C 5 C 15
D 15 D 20
7 A 5 18 A 5
B 20 B 10
C 15 C 15
D 10 D 20
8 A 10 19 A 5
B 5 B 20
C 20 C 15
D 15 D 10
9 A 5 20 A 15
B 10 B 20
C 20 C 10
D 15 D 5
10 A 5 21 A 20
B 20 B 15
C 15 C 10
D 10 D 5
11 A 5 22 A 20
B 10 B 15
C 15 C 10
24 | P a g e
D 20 D 5
Distribution of the Question:
Questions are distributed in the situation so that they can fit into the EQ Dimensions like
Sensitivity, Maturity and Competency and sum of the score can be calculated as per the
individual EQ Dimensions from 22 questions shown in Table 3.
Table 4:
EQ Dimension Question No. of Situation
SENSITIVITY 2‐8‐16‐17‐22 5 Situations
MATURITY 4-6-9-11-12-18-21 7 Situations
COMPETENCY 1-3-5-7-10-13-14-15-19-20 10 Situations
TOTAL EQ SCORE All Questions 22 situations
Interpretation of Score: Table 5:
EQ DimensionsP-90
Extremely High EQ
P-75 High EQ
P-50 Moderate
EQ
P- 40 Low EQ
P-20 Very Low EQ
SENSITIVITY(Range of score: 25‐100) 91-100 81-90 56-80 31-55 < 30
MATURITY(Range of Score: 35‐140) 121-140 101-120 81-100 46-80 < 45
COMPETENCY(Range of score: 50‐200) 126-200 96-125 76-95 51-75 < 50
TOTAL EQ(Range of score: 110‐440) 311-440 271-310 201-270 126-200 < 125
25 | P a g e
Motivation Analysis: Questions are distributed in the situation so that they can fit into the Motivation Dimensions like
Intrinsic Motivation, Integrated Regulation, Identified Regulation,
Introjected Regulation, External Regulation and Amotivation and sum of the score can be
calculated as per the individual Motivation Dimensions from 18 questions shown in Table 4.
Does not corresponding Corresponding Corresponding
at all moderately exactly
1 2 3 4 5 6 7
Table 6.
Motivation Dimension Question
Intrinsic Motivation 4-8-15
Integrated regulation 5-10-18
Identified Regulation 1-7-14
introjected Regulation 6-11-13
External Regulation 2-9-16
Amotivation 3-12-17
26 | P a g e
Work Motivation calculations: Self Determination Theory W–SDITable 7:
Motivation Dimension Motivation Dimension
IM Mean(Intrinsic Motivation)
INTEG Mean(Integrated regulation)
INDEN Mean(Identified Regulation)
INTRO Mean(Introjected Regulation)
EXTN Mean(External Regulation)
AMO Mean(Amotivation)
W–SDI= (+3 × IM) + (+2 × INTEG) + (+1×INDEN) + (-1×INTRO) + (-2× EXTN) + (- 3× AMO)
Analysis Data:
Final table that consists of the EQ Dimension and the Motivation dimension Table 8:
Column No. Attributes
1 Age
2 Gender
3 Educational Qualifications
4 Year of Experience
5 Tenure with current Employer
6 Sensitivity
7 Maturity
8 Maturity
9 Total EQ
10 Motivation
27 | P a g e
Chapter 3
Results
Descriptive Statistics
Descriptive statistics were computed for all participants. Mean values were compared, for the
variable like Age, year of experience , sensitivity, Maturity, Competency, Total EQ and
Motivation under the study, for the all the participants defined in the study.
Table 9:
Descriptive Statistics
N Minimum Maximum Mean Std. DeviationAge 105 23 62 34.43 7.860Year of Experience 105 2 40 11.51 7.100Sensitivity 105 50 100 94.05 7.724Maturity 105 80 130 108.62 12.776Competency 105 110 200 165.29 18.719TOTAL EQ 105 255 405 367.95 28.290Motivation 105 -10.6667 26.3333 7.800000 6.5488956Valid N 105
28 | P a g e
Graph: 1 Age vs. Sensitivity Graph
29 | P a g e
Graph: 2 Age vs. Maturity Graph
30 | P a g e
Graph 3: Age vs. Competency Graph
31 | P a g e
Graph 4: Age vs. Total EQ Graph
32 | P a g e
Graph 5: Age vs. Motivation
33 | P a g e
Graph 6: Year of Experience vs. Sensitivity Graph
34 | P a g e
Graph 7: Year of Experience vs. Maturity Graph
35 | P a g e
Graph 8: Year of Experience vs. Competency Graph
36 | P a g e
Graph 9: Year of Experience vs. Total EQ
37 | P a g e
Graph 10: Year of Experience vs. Motivation Graph
38 | P a g e
Graph: 11 Motivations vs. Total EQ Graph
39 | P a g e
Graph 12: Age vs. EQ vs. Motivation
40 | P a g e
Correlations
To test bivariate associations, a correlation matrix for all EQ dimension and Motivation
variables was calculated for all participants. Both series of correlations revealed that supervisor
support and emotional intelligence were associated with work motivation, as well as, with all
organizational and well-being outcomes. Work motivation was associated with all
organizational and well-being outcomes. Work outcomes and psychological well-being
outcomes were also correlated amongst themselves, and with one another.
bivariate Correlation between the Total EQ and Motivation
Table 10 : Correlations
TOTAL EQ Motivation
Total EQ
Pearson Correlation 1 .243*
Sig. (2-tailed) .013
N 105 105
Motivation
Pearson Correlation .243* 1
Sig. (2-tailed) .013
N 105 105
*. Correlation is significant at the 0.05 level (2-tailed).
41 | P a g e
Table 11: bivariate Correlation between the EQ Dimension and the Motivation are as follows
Correlations TOTAL
EQMotivation Sensitivity Maturity Competency
Total EQ
Pearson Correlation 1 .243* .479** .684** .847**
Sig. (2-tailed)
0.013 0 0 0N 105 105 105 105 105
Motivation
Pearson Correlation .243* 1 0.046 .194* .216*
Sig. (2-tailed) 0.013
0.642 0.047 0.027N 105 105 105 105 105
Sensitivity
Pearson Correlation .479** 0.046 1 0.157 .205*
Sig. (2-tailed) 0 0.642
0.11 0.036N 105 105 105 105 105
Maturity
Pearson Correlation .684** .194* 0.157 1 .286**
Sig. (2-tailed) 0 0.047 0.11
0.003N 105 105 105 105 105
Competency
Pearson Correlation .847** .216* .205* .286** 1
Sig. (2-tailed) 0 0.027 0.036 0.003
N 105 105 105 105 105*. Correlation is significant at the 0.05 level (2-tailed).**. Correlation is significant at the 0.01 level (2-tailed).
42 | P a g e
Chapter 4
Discussion
Understanding that corporate employees EQ and Motivation, seems like they have very high EQ
and work Motivation since their starting of their career .They have undergone various training
and learning of leaderships in their companies time to time that helped them to increase their EQ
and Motivation factors. Corporate employee has to interact with their global and clients and
representatives and they have to work along with the global teams, those factors helped them to
gain higher EQ and Motivation in their work life.
Hypotheses
H1: Emotional intelligence is positively related to high work motivation.
This hypothesis is proved as we are able to conclude from the study that Higher the EQ higher
the Motivation or we can conclude from the Table 10 that there is positive correlation between
EQ and the work motivation.
Employee EQ ∝ Motivation
Hypothesis accepted
H2: Senior management employees have higher emotional intelligence.
This hypothesis is proved in the graph 9. Age vs. Total EQ, as we are able analyze that higher
experience employees has Higher EQ.
Hypothesis accepted.
H3: Senior management employees have higher work Motivation.
This hypothesis is proved in the graph 10. Age vs. Motivation.
Hypothesis accepted.
43 | P a g e
H4: Internal motivated employees have higher emotional intelligence.
This hypothesis is proved in the graph 12, Age vs. EQ vs. Motivation; it shows that employee
who has position work motivation has high EQ.
Hypothesis accepted.
Conclude
We have analyzed that higher experience corporate employees have higher EQ. Senior
management employee have higher EQ .We have analyzed that higher experience corporate
employees has high work motivation. A corporate employee who has high Motivation does have
High EQ. Internal motivated employees have higher emotional intelligence. Employees who are
Internal Motivated have High EQ as compared to those employees who are external Motivated.
Unexpected Findings
We have found that corporate employee have high EQ and High Motivation factor , since
starting of their career, this might be because of their work life , training and learning they have
completed in their organization. This might helped them to work better with their global and
internal team. Now day’s companies monitor their employees EQ and work motivation factors
and arrange suitable training as per their need. Corporate companies want their employee be
well Motivated and have High EQ, those things will help them to grow and work effectively.
Limitations
This study is limited to the corporate employees and focused on the Indian employees .This
study was done on the employee who are well educated and have Graduation and post
Graduation degree. This study was completed by taking the online questionnaire not by one-one
interaction.
44 | P a g e
References
Adams, J.S (1965). Inequity in social exchange. In L.Berkowiz(ED). Advance in Experiment
socal psychology, vol 2. New York :Academic press,pp .267-300
Antonakis, J., Ashkanasy, N., & Dasborough, M. (2009). Does leadership need emotional
intelligence? The Leadership Quarterly, 20, 247-261.
Aremu, A. O. (2005). A confluence of credentialing, career experience, self-efficacy,emotional
intelligence, and motivation on the career commitment of young police in Ibadan. Policing: An
International Journal of Police Strategies and Management, 28, 609-618.
Assor, A., Roth, G., & Deci, E. L. (2004). The emotional costs of parents’ conditional
regard: A self-determination theory analysis. Journal of Personality, 72, 47-88.
Augusto, J. M., Lopez-Zafra, E., Berrios, M. P., & Aguilar, M. C. (2008). The relationship
between emotional intelligence, occupational stress and health in nurses: A questionnaire
survey. International Journal of Nursing Studies, 45(6), 888-901.
Avolio, B. J., & Bass, B. M. (1991). The full range leadership development programs:basic and
advanced manuals. Binghamton, NY: Bass, Avolio & Associates.Baard, P. P., Deci, E. L., &
Ryan, R. M. (2004). The relation of intrinsic need satisfaction to performance and well-being in
two work settings. Journal of Applied Social Psychology, 34, 2045-2068.
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical Manual. Toronto,Canada:
Multi-Health Systems.
Baron, R. A. (1991). Motivation in work settings: Reflections on the coreof organizational
research. Motivation and Emotion, 15, 1–8.
Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and motional
intelligence: An exploratory study. Leadership and Organization Development Journal, 21, 157-
161.
45 | P a g e
Becker, T. (2003). Is emotional intelligence a viable concept?" Academy of Management
Review, 28, 192-195.
Bellamy, A. R., & Bellamy, A. R. (2003). Emotional Intelligence and Transformational
Leadership: Recursive Leadership processes within the context of employee work attitude.
Midwest Academy of Management, 23, 19-31.
Bentler, P.M. (2006). EQS 6.1 Structural Equations Program Manual. Encino, CA: Multivariate
Software Inc.
Bentler, P.M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107,
238-246.
Bentler, P.M., & Bonnett, D.G. (1980). Significance tests and goodness of fit in the analysis of
covariance structures. Psychological Bulletin, 88, 588-606.
Boislard-Pepin, M. A., Green-Demers, I., Pelletier, L., Chartrand, J., & Séguin Levesque, C.
(2002). L'Impact du style interpersonnel du partenaire sur lacompetence, la motivation et la
satisfaction sexuelles. Revue Quebecoise de Psychologie, 23, 105-121.
Bollen, K.A. (1989). Structural Equations with Latent Variables. New York: John Wiley
and Sons.
Boone,L.E & Kutz, D.L(1996) Contemporary Business(8ed). FL: Dryden press.
Boyatzis, R. E., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional
intelligence: Insights from the Emotional Competence Inventory (ECI). In R. Bar-On & D. A.
Parker, (Eds.) Handbook of Emotional Intelligence. (pp. 343-362).San Francisco, Jossey
Bass.Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity
of competing measures of emotional intelligence. Personality and Social Psychology Bulletin,
29(9), 1147-1158.
46 | P a g e
Buckley, J. (2006). The Human Source Management System: The Use of Psychology in the
Management of Human Intelligence Sources. London, England.
Byrne, B.M. (2006). Structural Equation modeling with EQS. Basic Concepts, Applications, and
Programming. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Carmeli, A., Yitzhak-Halevy, M., & Weisberg, J. (2009). The relationship between emotional
intelligence and psychological well-being. Journal of Managerial Psychology, 24(1), 66-78.
Caruso, D., Mayer, J.D., & Salovey, P. (2002). Emotional intelligence and emotional
leadership. In R. Riggio & S. Murphy & F. J. Pirozzolo (Eds.). Multiple De Dreu, C. K. W., Van
Dierendonck, D., & Dijkstra, M. T. M. (2004). Conflict at work and individual well-being.
International Journal of Conflict Management, 15(1), 6-28.
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization.
Journal of Applied Psychology, 74, 580-590.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and
the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester,
NY:University of Rochester Press.
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being
across life’s domains. Canadian Psychology, 49, 14-23.
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization.
Journal of Applied Psychology, 74, 580–590.
47 | P a g e
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human
behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to integration of self: Integration in
personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Perspectives on
motivation (pp. 237–288).Lincoln: University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and
the self-determination of behavior. Psychological Inquiry, 11, 227–268.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY:
University of Rochester Press.
Deluga, R. J. (1994). Supervisor trust building, leader member exchange and organizational
behavior. Journal of Occupational and Organizational Psychology, 67, 315–326.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, G. (1985). Life Satisfaction With Life
Scale. Journal of Assessment, 49, 71-75.
Dirks, K. T. (2000). Trust in leadership and team performance: Evidence from NCAA
basketball. Journal of Applied Psychology, 85, 1004–1012.
Dirks, K. T. & Ferrin, D. L. (2002a). The role of trust in organizational settings. Organization
Science, 12(4), 450-67.
Dirks, K. T., & Ferrin, D. L. (2002b). Trust in leadership: Meta-analytic findings and
implications for research and practice. Journal of Applied Psychology, 87, 611–628.
Donna, R. (2003). Emotional Intelligence, Negative Mood Regulation Expectancies, and
Professional Burnout among Police Officers. Ph.D.Thesis (Unpublished), The State University
of New Jersey, U.S.A.
Dunnighan, C. (1992). Reliable Sources. Police Review, 14, 1496-97.
48 | P a g e
Extremera, N., & Fernandez-Berrocal, P. (2002). Relation of perceived emotional intelligence
and health related quality of life of middle-aged women. Psychological Reports, 91, 47-59.
Extremera, N., & Fernandez-Berrocal, P. (2006). Emotional intelligence as predictor of
mental, social and physical health in university students. The Spanish Journal of sychology9(1),
45-51.
Federal Bureau of Investigations. (2005). U.S. Office of the Inspector General. The Federal
Bureau of Investigation's Compliance with the Attorney General's Investigative Guidelines:
Special Report. Retrieved from http://www.usdoj.gov/oig/special/0509/final.pdf .
Fernet, C., Guay, F., & Senecal, C. (2004). Adjusting to job demands: The role of work
self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65,
39–56.
Fisher, C. D. (2003). Why do lay people believe that satisfaction and performance are
correlated? Possible source of a commonsense theory. Journal of Organizational Behavior, 24,
753–777.
Finchan,R.& Rhodes, p.(2005).Organizzation Gehaviour (4ed).UK:Oxford Press
Gardner, H. (1983), Frames of Mind: The Theory of Multiple Intelligences, Basic Books, New
York,
Fortier, M. S., Sweet, S. N., O’Sullivan, T. L., & Williams, G. C. (2007). A selfdetermination
process model of physical activity adoption in the context of a randomized controlled trial.
Psychology of Sport and Exercise, 8, 741-757.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of
Organizational Behavior, 26, 331-362.
Gagné, M. & Forest, J. (2008). The Study of Compensation Through the Lens of Self-
49 | P a g e
Determination Theory: Reconciling 35 Years of Debate. Canadian Psychology,49, 225-232.
Gagné, M., Koestner, R., & Zuckerman, M. (2000). Facilitating the acceptance of organizational
change: the importance of self-determination. Journal of Applied Social Psychology, 30, 1843-
1852.
Gagné, M., Senecal, C., & Koestner, R. (1997). Proximal job characteristics, feelings of
empowerment, and intrinsic motivation: A multidimensional model. Journal of Applied Social
Psychology, 27, 1222-1240.
Gambetta, D. (1988). Can we trust trust? In D. Gambetta, (Ed.), Trust: Making and Breaking
Cooperative Relations (pp. 213-37). Basil Blackwell, Oxford,. Green-Demers, I. (1997). When
boredom gives birth to motivation: Interrelations between interest-enhancing strategies, interest,
and self-determination (Unpublished doctoral dissertation). University of Ottawa, Ontario,
Canada.
NY.Goleman, D. 1998. Emotional intelligence that lead to success. EI 2, 9-42. Goleman, D.
(2005). Emotional Intelligence. (10th Ed). New York: Bantam Books.
Green-Demers, I., Pelletier, L. G., & Menard, S. (1997). The impact of behavioral
difficulty on the saliency of environmental behaviors. Canadian Journal of Behavioral Science,
29, 157-166.
Green-Demers, I., Pelletier, L. G., Stewart, D. G., & Gushue, N. R. (1998). Coping with less
interesting aspects of training: Toward a model of interest and motivation enhancement in
individual sports. Basic and Applied Social Psychology, 20, 251- 261
Greenberg, J., & Cropanzano, R. (Eds.). (1999). Advances in organizational justice. Stanford,
CA: Standford University.
50 | P a g e
Greenspan, S. I. (1989). Emotional intelligence. In K. Field, B. J. Cohler, & G. Wool (Eds.),
Learning and education: Psychoanalytic perspectives (pp. 209-243). Madison, CT: International
Universities Press.
Harteis, C., Bauer, J., Festner, D., Gruber, H. and Heid, H. (2005. Self-determination in daily
working life. In Gruber, H., Harteis, C., Mulder, R.H. and Rehrl, M. (Eds), Bridging Individual,
Organisational, and Cultural Perspectives on Professional Learning (pp. 244-52). Roderer,
Regensburg.
Harms, P. D., & Crede, M. (2010). Emotional intelligence and transformational and
transactional leadership: A meta-analysis. Journal of Leadership & Organizational Studies, 17
(1), 5-17.
Hendricks, L., Vlek, C, & Calje, H. (1992). Effects of Frequency and Scenario Information on
the Evaluation of Large-Scale Risks. Organizational Behavior and
Jang, H. (2008). Supporting Students' Motivation, Engagement, and Learning During an
Uninteresting Activity. Journal of Educational Psychology, 100(4), 798-811.
Johnson J. W. (2003). Toward a better understanding of the relationship between personality
and individual job performance. In Barrick M, Ryan AM (Eds.), Judge, Y., & Piccolo, R.
(2004). Transformational and transactional leadership: A metaanalytic test of their relative
validity. Journal of Applied Psychology, 89, 755-768.
Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction job
performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127,
376-407.
Kimmons, G., & Greenhaus, J. H. (1976). Relationship between locus of control and reactions
of employees to work characteristics. Psychological Reports, 39, 815- 820.
51 | P a g e
Kirkman, B. L., & D. L. Shapiro (2001). The Impact of Cultural Values on Job Satisfaction and
Organizational Commitment in Self-Managing Work Teams: The Mediating Role of Employee
Resistance. Academy of Management Journal, 44, 557-579. La Guardia, J. G. (2009).
Developing who I am: A Self-determination Theory approach to the establishment of healthy
identities. Educational Psychologist, 44, 97-104.
Kanfer, R., Chen, G., & Pritchard, R. D. (2008). Work motivation: Forgingnew perspectives and
directions in the post-millennium. In R. Kanfer, G.Chen, & R. D. Pritchard (Eds.), Work
motivation: Past, present, and future (pp. 601–631). New York: Taylor & Francis
La Guardia, J. G., & Patrick, H. (2008). Self-determination theory as a fundamental
theory of close relationships. Canadian Psychology, 49, 201-209.
La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person
Levesque, M., Blais, M. R., & Hess, U. (2004a). Motivational dynamic of burnout and
well-being in African teachers/Dynamique motivationnelle de l'epuisement et du bien-etre chez
des enseignants africains. Canadian Journal of Behavioural Science/Revue canadienne de
sciences du comportement, 36, 190-201.
MacCann, C., & Roberts, R. D. (2008). New paradigms for assessing emotional intelligence:
Theory and data. Emotion, 8, 540-551.
Maertz, C. P Jr., & Campion, M. A. (1998). 25 years of voluntary turnover research: A review
and critique. In Cooper, C. L. & Robertson, I. T. (Eds.), International Review of Industrial and
Organizational Psychology (Vol. 13, pp. 49-86). Chichester UK: John Wiley & Sons.
Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional
standards for an intelligence. Intelligence, 27, 267-298.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2000a). Models of emotional intelligence. In
52 | P a g e
R. J. Sternberg (Eds.), Handbook of intelligence (pp. 396–420). Cambridge, England:
Cambridge University Press.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2000b) Emotional Intelligence as Zeitgeist,
as Personality, and as a Mental Ability. In R. Bar-On, & J. D. A. Parker (Eds.). The Handbook
of Emotional Intelligence (pp. 92-117). ). New York: Jossey-Bass.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-Salovey-Caruso Emotional
Intelligence Test:Manual. Toronto, Ontario, Canada: Multi-Health Systems.
Momeni, N. (2009). The relation between managers' emotional intelligence and the
organizational climate they create. Public Personnel Management, 38(2), 35-48.
Mor Barak, M. E., Nissly, J. A., & Levin, A. (2001). Antecedents to retention and turnover
among child welfare, social work, and other human service employees: What can we learn from
past research? A review and meta-analysis. The Social Service Review, 75, 625-661.
Morris, J. (1983). Police informant management. Loomis, CA: Palmer Enterprises.
Pelletier, L. G., Tuson, K. M., Green-Demers, I., Noels, K., & Beaton, A.M. (1998). Why are
you 157 doing things for the environment? The Motivation Toward the Environment Scale
(MTES). Journal of Applied Psychology, 28, 437-468.
Pelletier, L. G., Vallerand, R. J., Green-Demers, I., Blais, M. R., & Brière, N. M. (1995).
Petrides, K. V., & Furnham, A. (2000). On the dimensional structure of emotional intelligence.
Personality and Individual Differences, 29, 313-320.
Petrides, K.V. and Furnham, A. (2006). The role of trait emotional intelligence in a gender-
specific model of organizational variables. Journal of Applied Social Psychology, 36, 552-69.
Piaget, J. (1972). The psychology of intelligence. Totowa, NJ: Littlefield Adams.
53 | P a g e
Pinder, C. C. (1998). Work motivation in organizational behavior. Upper Saddle River, NJ:
Prentice Hall.
Poter, L.W. & Lawer,E.E(1968).Managerial Attitude and performance.IL:Richard D.Irwin
Poon, J.M.L. (2004). Effects of performance appraisal politics on job satisfaction and turnover
intention. Personnel Review, 33, 322-334.
Presson, P. K., Clark, S. C., & Benassi, V. A. (1997). The Levenson locus of control scales:
Confirmatory factor analyses and evaluation. Social Behavior and Personality, 25, 93-104.
Reese, J. T. (1980). Motivations of criminal informants. FBI law enforcement bulletin, 49, 23-
27.
Richer, S., Blanchard, C. M., Vallerand, R. J. (2002). A motivational model of work turnover.
Journal of Applied Social Psychology, 32, 2089-2113.
Riley, H., & Schutte, N. S. (2003). Low emotional intelligence as a predictor of substance-use
problems. Journal of Drug Education, 33, 391-398.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of
reinforcement. Psychological Monographs, 80(1), 1-28
Royal Canadian Mounted Police. (2008). Federal and International Operations. Types of sources
and use of guidelines. Operational Manual.
Royal Canadian Mounted Police. (2009). Federal and International Operations. Types of sources
and use of guidelines. Operational Manual.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, T., Clopton, A., & Irwin, R. (2008). Super support. A supportive supervisor, life
satisfaction, and the mediating presence of coaching satisfaction. Journal of Salovey, P., Hsee,
C. K., & Mayer, J. D. (1993). Emotional Intelligence and the selfregulation of affect. In D.M.
54 | P a g e
Weger & J.W. Pennebaker (Eds), Handbook of tMental Control (pp. 258-277). Englewood
Cliffs, W.J.: Prentice Hall.
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and
Personality, 9, 185-211.
Sashkin, M. (2004). Transformational leadership approaches. In J. Antonakis, A. Ciancolo, & R.
Sternberg (Eds.), The nature of leadership (pp. 171-196). Thousand Oaks, CA: Sage.
Satorra, A., & Bentler, P.M. (2001). A scaled difference chi-square statistic for moment
structure analysis. Psychometrika, 66, 507-514. ummings, L. L. (1970). Theories of
performance and satisfaction: A review. Industrial Relations, 9, 408–430.
Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social
psychology. Annual Review of Sociology, 24, 239-264.
Senécal, C., Vallerand, R. J., & Guay, F. (2001). Antecedents and outcomes of workfamily
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. In Imagination, Cognition and
Personality.9, 185-211. Retrieved April 02, 2010 from http://www.sciencedirect.com
Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). The future of work motivation theory.
Academy of Management Review, 29, 379–387.
Taylor, I., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to
understanding antecedents of teachers’ motivational strategies in physical education. Journal of
Sport and Exercise Psychology, 30, 75-94.
Thogersen-Ntoumani, C., & Ntoumanis, N. (2006). The role of self-determined motivation in
the understanding of exercise-related behaviors, cognitions, and physical self-evaluations.
Journal of Sports Sciences, 24(4), 393-404.
Thorndike, E.L. (1920). Intelligence and its uses. Harper's Magazine, 140, 227-235.
55 | P a g e
Thoresen, C. J., Kaplan, S. A., Barsky, A., Warren, C. R., & de Chermont, K. (2003).
motivational scale. Educational and Psychological Measurement, 53, 159-172.
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic
investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 71-
95.
Vansteenkiste, M., Simons, J., Lens,W., Sheldon, K. M., and Deci, E. L. (2004). Motivating
learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-
support. Journal of Personality and Social Psychology, 87, 246-260.
Vroom, V. (1964), Work and Motivation, Wiley, New York, NY.
Williams, G. C., McGregor, H. A., Sharp, D., Levesque, C., Kouides, R. W., Ryan, R.
M., & Deci, E. L. (2006). Testing a self-determination theory intervention for motivating
tobacco cessation: Supporting autonomy and competence in a clinical trial. Health Psychology,
25, 91-101.
Wilson, P. M., Blanchard, C. M., Nehl, E., Baker, F. (2006). Predicting physical activity
and outcome expectations in cancer survivors: An application of selfdetermination theory.
Psycho-Oncology, 15, 567-578.
Wilson, P. M., Mack, D. E., & Grattan, K. P. (2008). Understanding motivation for exercise: A
self-determination theory perspective. Canadian Psychology, 49, 250-256.
Wong, A., & Carducci, B. (1991). Sensation seeking and financial risk taking in everyday
money matters. Journal of Business and Psychology, 5(4), 525-530.
Yamauchi, H., Kumagai, Y., & Kawasaki, Y. (1999). Perceived control, autonomy, and
self-regulated learning strategies among Japanese high school students.Zuckerman, M. (1994).
Behavioral expressions and biosocial bases of sensation seeking. NewYork: Cambridge Press.
56 | P a g e
Zuckerman, M. (2007). Sensation seeking and risky behavior. Washington, DC: American
Psychological Association.
Zuckerman, M., & Neeb, M. (1980). Demographic influences in sensation seeking and
expressions of sensation seeking in religion, smoking, and driving habits. Personality and
Individual Differences, 1, 197-206
57 | P a g e
Appendix A:Questionnaire Package
58 | P a g e
1. You have been denied a promotion by the management for which you were eligible. Moreover, one of your juniors has been promoted. You are emotionally upset and feel frustrated. What will you do?a. Talk it over with your boss and ask for reconsideration of the management’s decision.b. Start abusing the colleague who superseded you.c. Move to court and obtain a stay order to get justice.d. Identify your shortcomings and try to improve your performance.
2. A freshly recruited professional graduate joins your organisation as a management trainee. After a few weeks, she complains to you that she was not being taken seriously by her subordinates. What will you suggest her?a. Ask her to handle the situation herself and not bother you with trivial matters.b. Tell her that such behaviour should be ignored.c. Ask her to be bold, face the challenge and overcome the problem.d. Empathize with her and help her figure out ways to get others to work with her.
3. At the workplace, due to some misunderstanding, your colleagues stop talking to you. You are convinced that there was no fault of yours. How will you react?a. Wait till they come and start talking to you again.b. Take the initiative, go forward and start talking to them.c. Let things take their own time to improve.d. Ask someone to mediate. 4. You get into an argument with your colleague and end up attacking him/her personally. Later you realize that you never intended to tarnish the image of your colleague. How will you handle such ugly situation?a. Sit calmly and consider what triggered off the arguments and was it possible to control youranger at that point of time.b. Avoid future arguments and leave the room.c. Apologise to your colleague for your behaviour.d. Continue with the argument till you reach some definite conclusion. 5. Imagine you are an insurance salesperson selling insurance policies. You approach a number of prospective clients who slam the door on your face and refuse to buy policies. What will you do?a. Blame yourself and stop work for the day.b. Reassess your capabilities as an insurance salesperson.c. Come out with fresh strategies to overcome similar situations in future.d. Contact the clients again some other day. 6. When someone directly criticizes your behaviour, how will you behave?a. Tend to close up and stop listening.b. Carefully listen to their opinion.c. Tend to get upset about it.d. Think of ways to change your behaviour.
7. You are on an aircraft and suddenly the air‐hostess announces that it has been hijacked by the terrorists. Everyone is in a state of shock. What will be your reaction?a. Blame yourself for choosing an inauspicious day for travelling.b. Be in emotional control and attend to the instructions of the pilot/air hostess.c. Continue to read your magazine and pay little attention to the incident.d. Cry out and vow not to travel by air in future. 8. Imagine that you are a police officer posted in a sensitive area. You get information of violent ethnic clashes between two religious communities in which people have been killed from both sides and property damaged. What action will you take?a. Decide not to visit the spot personally as there may be a danger to your life.b. Relax; this is not the first time riots have taken place.c. Try to handle the situation by taking action as per law.d. Reach the spot and assuage the feelings of the victims.
59 | P a g e
9. Your grown up daughter starts arguing with you every now and then. She tells you that you cannot impose your old‐fashioned attitudes and outdated values on her. How will you tackle her?a. Accept her statement in helplessness and take a low‐profile position in the family.b. Send her to a psychologist to learn her adjust with her environment.c. Manage your emotions and explain your point of view as patiently as possible.d. Talk to her and understand her emotions, beliefs and attitudes.
10. After weeks of merger of two largest financial firms, hundreds of employees wereexpected to lose their jobs. You, being the General Manager (HQ), were told to convey to the employee the decision of the management. How will you convey the message?a. Give a gloomy picture and tell them you have no option but to fire half of them.b. Give a bright picture and tell them that the company will be blessed with talented people fromboth firms.c. Tell them that you will collect more information to be fair and update them every few days onhow things will take shape.d. Announce the decision and let the employees take a decision about what they want.
11. You are a professor in a college. While delivering a lecture, a student comments that you have not prepared the topic properly and you are just passing the time. This has hurt your self esteem. What will be your reaction?a. Report to the principal of the college about the unruly behavior of the student.b. Order the student to leave the classroom at once.c. Ask him/her to meet you in your chamber after the class to explain what he/she wants.d. Judge the emotions of the class and promise to make amendments accordingly.
12. As CEO of a company, while taking a meeting with the union, one of the union leaders levels serious allegations of corruption and favoritism against you. How will you react?a. Continue with the discussion and listen to their demands with a cool head.b. Ask union leader to make allegations in writing and offer an impartial enquiry.c. Cancel further negotiation and ask the union leader to apologise first.d. Leave the room after assigning the responsibility to your subordinate to continue with themeeting.
13.You had an argument with your spouse on some trivial family matter and are not on speaking terms for sometime. The situation is causing mental disturbance to both of you. What will you do?a. Stick to your stand; after all you were never at fault.b. Try to break the ice by analysing the reasons for the conflict.c. Make first move and ease the situation.d. Wait for your spouse to make the first move to restore normalcy.
14. You hail from a rural area and take admission in a city college. You find your classmates taunting you as you are not smart and are unable to speak good English. How will you manage yourself?a. Ignore them.b. Shout back and tell them to mind their own business.c. Leave studies half way and go back to your village.d. Accept their challenge and prove that you can match them.
15. While speaking to an audience, you feel that:a. It is difficult to convey your speech.b. You are partly comfortable in conveying your speech.c. You are comfortable in conveying your speech.d. You feel that you will do better with some more practice.
16. Your friend’s sister, who got married just one year back, is heading for a divorce. She is highly educated and economically self dependent. She comes to you for guidance. What will you advise her?a. Tell her to go ahead with the divorce as she is a first class MBA and her husband can not take
60 | P a g e
her for grantedb. Empathize with her for marring an academically average person.c. Advise her to talk to her husband and figure out the reasons behind the mal‐adjustment.d. Tell her that academic qualifications are important but these do not help in leading asuccessful married life.
17. There is blind girl in your class. She trips on her way out of the class. You see a few of your friends making fun of her and laughing at her. What will you do?a. Laugh along with your friends.b. Ignore the incident as they are your friends.c. Help the blind girl make her way out of the class room but say nothing to your friends.d. Help the girl and then confront your friends for being so insensitive.
18. While having an argument with someone, if you lose, you:a. Feel totally beaten.b. Wait for the next opportunity to beat your opponents.c. Winning and losing are part of the game.d. Analyse the reasons for the loss.
19. You are working as HRD General Manager in a large multi‐national company that recruit dozens of fresh MBAs, engineers and other professionals on senior positions every year. This requires time, energy and money. However, you find that 75 percent of the young recruits are leaving the company after around two years of work experience to join more attractive jobs. What will you do?a. Ignore the trend. There is rampant unemployment and you can find more people lined up tojoin your company.b. Try to find out the root cause of their leaving the job and take corrective measures to retainthem as you have already invested in them heavily.c. Increase the pay package and lure them in working with you.d. Change the selection criteria and recruit people on the basis of their need and requirements.
20. You have been involuntarily transferred to a remote project and posted under a new boss. Although you have been given a pay hike and also a promise for promotion in near future yet, you are not comfortable. Your family can not shift along with you due to education of your children. You are in a sensitive area and your security is also at risk. You are undergoing a mild level of stress. How will you diffuse the stress?a. Enjoy. After all there has been a hike in your pay for working in a sensitive area.b. Wait. It may turn out to be an opportunity for early promotion.c. Lament. Why should such terrible things happen to you only?d. Act in haste. Think to resign and find out a new job for you.
21. You have lived your life for so many years on this earth. How would you like to explain your life at the moment in one sentence?a. Successful: Well, I am a contended person who got whatever could make me feel happy.b. OK: Well, it’s a mixed experience for me. It’s 50:50.c. Comfortable: Well, destiny is in the hand of God. Man is just a puppet.d. Uncomfortable: Well, I feel I deserved better but could not get it.
22. As an HRD manager you have to recruit a large number of employees for a multinational firm. After the written test and interview you find that most of candidates who qualified are women. What will be your reaction?a. Hire women employees. They deserve it as they have qualified the selection criteria.b. Well it’s a women’s world. Hire them any way.c. Hire male and female employees in equal number.d. Avoid women employees as they are a liability.
61 | P a g e
62 | P a g e