The study of relationship between emotional …learning organization is an organization that...

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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS

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The study of relationship between emotional intelligence of managers and the

learning organization dimensions in the boys’ guidance schools

Mahdi Hoseinzadeh1

Abbas Abbaspour2

Mohammad Ali Sheykhi3

Mostafa Azizi shomami4

Moslem Maleki Hasanvand5

Farshad Moradi6

Somayeh Nasirzadeh7

Abstract

The purpose of the present study is to determine the relationship between emotional

intelligence of managers and the learning organization dimensions in the boys' guidance

schools. The research method was descriptive survey and research instrument was

baar_on' emotional intelligence standard questionnaire and learning organization

dimensions questionnaire. The population of study included the boys' guidance schools'

managers that constitute the research community due to low population (29 head), all of

which were selected as samples. For analysis of the research questions was used

descriptive and inferential statistics such as the Kolmogorov Smirnov test, Cronbach's

alpha and Pearson and Spearman correlation test. Results suggest a positive association

between emotional intelligence of managers and dimensions of the learning organization

in the boys' guidance schools.

Keywords: Learning organization, Emotional Intelligence, Personal mastery, Mental models,

Team learning, shared Vision, Systematic Thinking.

Introduction

Extensive and increasing changes have affected on our lifestyle and values and the

organizations to continue their life in such an environment shall adapt themselves to the

increasing advancements of knowledge and technology. Accordingly, Peter Dracker

expresses his opinion about the change and development of current age so: “1990s will

create major and deep changes in five important sections of business and trade including

social environment, economy, principled policies, organization and management

(Dracker, 1985, p 37). As Hendi (1995), the time of easy cartels and superiority of stable

technology and comfort about the market security is over. It is not wonderful that the

average age of companies is about forty and thenafter either they are preyed by the others

1 . M.A in Educational Administration, Allameh Tabataba'i University, Iran.

2 . Assistance Professor, Allameh Tabataba'i University, Iran.

3 . M.A in Business management, Allameh Tabataba'i University, Iran.

4 . Ph.D. student in Educational Administration , Kharazmi University, Iran.

5 . M.A in Educational Administration, Kharazmi University, Iran.

6 . M.A in Educational Administration, Semnana University, Iran.

7 . M.A in Educational Planning, Allameh Tabataba'i University, Iran.

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or liquidated or merged. Therefore, in the future path that we all shall pass it whether as

the individual, group or organization will face ups and downs and only the individuals,

groups and organizations may perform successfully that have a high level in knowledge,

wisdom and ability to adapt to the environment, so that today, success in the labor market

has a direct relationship with the knowledge may be produced by the organization,

production speed of this knowledge and accumulation of produced knowledge (Ganz,

1996, p 30). The new organizations perform based on the modern knowledge and it

means they should be planned so that they can use the new thoughts and information, and

the employees become expert in one of basic fields (Deft, 1998, p 595). Leadership of an

organization for adaption to the changes and survival and growth in the new business

environment demands the special characteristics that the managers encounter a lot of

problems to respond then. In this connection, one of personality characteristics that can

help the leaders and managers is emotional intelligence. Whereas the emotional

intelligence is the ability to use the own and others’ sensation and emotion in the

individual and group behavior to achieve the maximum results and maximum

satisfaction, hence combination of managerial knowledge and emotional capabilities in

the management may be useful in leading the individuals towards achieving the goal

(Mokhtaripour, Siadat & Amiri, 2006). The schools have been identified as the major key

microsystem in the educational system of every society and each educational system to

implement its programs should begin from the school. In the current specific and

complex conditions, the Iranian schools in order to match the world’s increasing changes

should equip themselves by updated knowledge and one of the most applied and updated

knowledge is learning organization theory. According to the foregoing, the main problem

of this study is that if the managers with high communication capability and particularly

the emotional intelligence may provide the requirements for a learning organization? And

if any significant relationship exists between these variables or not?

The organization’s adaptability to the varied environment is dependent to the learning.

Today, the organizations and their employees should adapt themselves continuously to

the new situations and conditions to endure in the long term, this is the reality of new

organizations (Alaghehband, 2009, p 174). As Pedler, Borgen & Boidel (1989), the

learning organization is an organization that provides the requirements for all employees

learning and mutates and develops itself continuously. Mc. Harg (1999), Branasin (2001)

and Davis (2005) believe that the capability of organization to begin and take measure for

new products is provided by effective performance in creation of further values for the

customers. As Denton (1998), the learning organization is an organization that facilitates

the learning for all its staff members and changes itself continuously and as the viewpoint

of Hate (1999) takes effort through continuous renovation to achieve the organizational

excellence. Education Organization should apply learner-being in its development

process, as well as train the employees for presence in learning organizations (Zahabioun

& Yousefi, 2006). The engineers believe that a new idea is transformed to an invention

when its applicability has been proved in the laboratory. This idea is assumed as an

innovation if it may be constructed confidently in a significant volume and reasonable

price. If this idea is adequately significant such as phone, computer or airplane, then it is

referred to as a basic innovation. The basic innovations create or change the industries.

Referring to this interpretation, the learning organizations have been invented but still

have not been reached to innovation stage. In the engineering, when an idea of invention

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moves toward the innovation, the technologies of various elements get together. Each one

of these elements is the product of extensive researches in the different and distinct

contexts that gradually makes a configuration of technologies that have a vital importance

for success of each others. As long as this configuration has not been made, the new idea

even if has not been appeared in the laboratory will not be realized in practice (Sangeh,

1990, p 12-19). These elements are as follows:

Systematic thinking: A cloudlet is condensed, the sky becomes dark, the leaves

are wandering in the air and it is understood that the storm is coming. Also, we

understand that after storm, the rain will water the downstream lands and

tomorrow the sky will be clear. All these events will be occurred in the future. But

yet all of them are in connection with each other in a frame. Each one of them has

an effect on the other one, an effect that is usually hidden from view. You only

will be able to understand the precipitation system through assuming it as a whole

and not through attitude to each one of its elements, this type of attitude is

referred to as systematic thinking.

Personal capabilities or mastery: The mastery may be deemed as excellent

attainment to people and objects. On the other side, the mastery is referred to as a

specific level of skill as well. A proficient craftsman is not superior to pottery or

knitting. The people of high personal mastery or capability are able continuously

to understand the results important for them deeply.

Mental models: The mental models are very deep imagines or even the images

and figures that affect our understanding from the world and our performance in

return thereof. Most times, we are not fully aware of our mental models and their

effects on our performance. The mental models have been hidden at our deeps

supervising that what may be done or not done in the different managerial

situations.

Shared ideal vision (shared perspective): An idea ever inspired the organizations

in the leadership and it is the capacity of making a shared image and ideal from

the future we seek it. Difficultly may mention an organization that has reached a

degree of success without having any goals, values and ideals which have been

deeply accepted in the organization.

Team learning: When the teams are really learning, not only achieve wonderful

results but each one of team members grows so that is impossible in another way.

Team learning is very crucial because the teams and not the individuals form the

learning basis in the modern organizations.

Huber (1991) believes that the learning in all levels is occurred when an identity changes

its potential behavior through processing the finite information. As the viewpoint of

Sambork & Stewart (2000), the most important tool that may help the organizations in

adaption to the environmental changes is learning, because not only causes taking the

change leadership but may be the sole competitive advantage for continuation and

development of organizations. The organizational learning becomes known increasingly

among the organizations that are interested in competitive advantage of innovations and

effectiveness. Argryis & Schon (1978) define the organizational learning as error

detection and correction. Thus, the learning organization is an organization that aids the

organizational learning promotion by establishing the structures and strategies. Fayol &

Laiz (1985) believe that the organizational learning is the process of actions improvement

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by means of knowledge and better recognition. As Mc. Harg (1999), the learning is a

dynamic concept that is changed gradually from individual learning to organizational

learning. Tsang (1997) assumes the organizational learning as a concept that is applied

for description of specific types of activities performing in the organization, whilst the

learning organization refers to a specific type of organization; in other word, the learning

organization is the product of organizational learning.

The emotional intelligence is another concept that may be very effective on the success of

an organization. As the viewpoint of Bradbury & Grives (translated by Mehdi Ganji,

2007, p 3-17), the descriptions presented for emotional intelligence are as old as the

human behavior. Considering the emotions and their appropriate applications in the

human relations, understanding their own and others’ lives, continence and dominating

over immediate demands, empathy with others and positive use of emotions in thinking

and understanding is the subject of emotional intelligence. Some people may have a high

level of emotional intelligence, the others may have low level similarly, but a third group

that is equally interesting show high capabilities in some aspects of emotional

intelligence but have deep deficiency in other aspects. In the viewpoint of Salovey et al,

the emotions and intelligence are not inconsistent and against each other. The emotional

intelligence approach believes that the emotions are adaptive and proactive and are used

to organize the personal activities and as a result of behavior. The intensive emotions and

sensations may be served to the reason (Akbarzadeh, 2004, p 3). Golman, Boyatzis &

Rey (1999) have explained the elements of emotional intelligence as follows:

Self-consciousness: The managers and leaders of high self-consciousness are

honest with themselves and the others and know how their sensations influence

them, other people and their job performance;

Self-regulation: This factor is very important due to being competitive, because in

an environment therein the organizations are depreciated and the business

technology is transformed by a wandering speed, only the people dominating over

their emotions are able to adapt to these changes;

Motivation: Controlling the sensations is the ground for any skill and success and

who can motive their sensations timely, try to be producer and effective in any

duty assigned to them;

Empathy: The leaders by empathy try to satisfy all. They by observation and

thinking apply the sensations of the employees along with other factors in the

decision-making;

Social skills or regulating the relationships with others: This skill is a capability

that strengthens the popularity, leadership potential and personal influence.

The researches extensively show that the emotional intelligence skills in higher levels and

beyond the effects of personality and general intelligence have a significant role in the

educational, personal and social life of the children (Kiarouchi, Forgas & Meyer, 2009, p

29-35).

Conceptual model

According to the studies applied on the learning organization and emotional intelligence

and perception and assumption of each one of managers of their working environment,

the theoretical model of learning organization in this study is majorly derived from

opinions of the first expert and propounder of learning organization theory in 1990s

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(Peter Sengeh) that includes the personal mastery, mental models, team learning, shared

vision and systematic thinking.

Figure 1- Conceptual model

Emotional intelligence

Figure (1) shows the conceptual model of this study, therein the relationship between

emotional intelligence and learning organization elements are exhibited.

Literature review

The both learning organization and emotional intelligence are concepts which have been

raised within two recent decades but have been attracted by the researchers soon, and

plenty of researches applied on each one. But a few researchers have studied on these two

variables together. In continue, a few researches applied in Iran and the abroad are

introduced.

Hassan Labbaf, Mohammad Esmaeil Ansari & Masoumeh Masoudi (2010) have

provided a study titled “effect of emotional intelligence on the learning organization

dimensions: case study: University of Isfahan”. The summary thereof indicated a direct

and positive relationship between emotional intelligence and learning organization

dimensions, as well as indicated the effect of emotional intelligence on the learning

organization dimensions.

Nasseri (2009) studied on the “relationship between emotional intelligence and

organizational commitment, and organizational citizenship behavior of sport federation

employees. The summary of research indicated a significant relationship between

emotional intelligence and organizational citizenship behavior, as well as indicated that

Emotional

Intelligence

Emotional

Intelligence

Emotional

Intelligence

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the emotional intelligence and organizational commitment are appropriate predictors of

organizational citizenship behavior.

The results of research applied by Habibian (2006) on the “relationship between

emotional intelligence and job satisfaction of Raja Passenger Trains Co.’s employees”

show a direct and positive relationship between them. Also, it was concluded that a

positive and significant relationship exists between happiness, interpersonal relations,

self-esteem and pressure resistance, and job satisfaction, but no significant relationship

between social responsibility and job satisfaction.

Kathrin L. Morensky (2000), in her PhD dissertation titled “relationship between

emotional intelligence, personality, critical thinking capability and organizational

leadership performance in high managerial levels” concluded that the emotional

intelligence is dependent from critical thinking capability recognition but overlaps 5

personality elements of Neo-PI, and emotional intelligence positively may predict the

organizational performance.

In a study titled “relationship between emotional intelligence and behaviors, the attitudes

and job consequences” applied by Abraham Carmeli (2003), summary of results shows

the positive and significant correlation between emotional intelligence and job

satisfaction, organizational commitment and job performance.

Carmeli, Josmann (2006) studied on “relationship between emotional intelligence, duty

fulfillment and organizational citizenship behavior among 250 employees of several

Israeli organizations”. The results suggested the positive and significant relationship

between emotional intelligence and working consequences of employees. As well as, it

showed a significant association between emotional intelligence and two factors of

organizational citizenship behavior (humanism and collaboration) (quoted by Nasseri,

2009).

Gottleib F.M (2006) in his PhD dissertation titled “humanistic leadership: emotional

intelligence and team learning” has concluded that a direct and positive association exists

between organizational learning in the teams.

Ormond C.Helen (2007) in her PhD dissertation titled “effects of team learning on the

emotional intelligence and team effectiveness by Ingram method in the new established

companies” has understood that applying Ingram method may increase the team

effectiveness but doesn’t promote the emotional intelligence and satisfaction and even

may reduce it.

Mitchell-White Kathleen (2010) in her dissertation titled “reflective thinking and

emotional intelligence as predictive performance factors in problem-based learning

situations” understood that no relationship exists between reflective thinking and

emotional intelligence and performance factors in the problem-based learning situations

significantly and this subject requires further researches.

Methodology

The objective of this study is applied survey and the data was collected by descriptive-

correlative method. Two reasons justify selection of this type of research: firstly, in this

study, we don’t intend to identify the cause and effect relations but the objective is to

specify which variable is positively or negatively consistent to the other variable,

relatively. Secondly, because various and complex factors affect the establishment of a

learning organization and controlling all of which is not possible. The managers of boys’

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schools of Islamshahr constitute the statistical population of this study consisted of 29

heads and due to low population, all of which were selected as sample. In this research, to

collect the data, field survey and baar_on’ emotional intelligence standard questionnaire

and learning organization dimensions questionnaire which had been formerly made by

Ms. Azizi (2010) were used. The validity and reliability of two above questionnaires had

been accepted by the professors and experts. In this survey, to determine the reliability of

questionnaires, Cronbach’s alpha test was used. Alpha coefficient in emotional

intelligence questionnaire was equaled 0.89 and in learning organization dimensions

equaled 0.74, the both results show high reliability of questionnaires. The questionnaire

has been typed and provided in multiple choice forms and distributed among the

guidance schools managers and they were requested to answer all questions carefully.

After this stage, the questionnaires were collected and its data prepared for analysis.

Findings

In this study, 5 characteristics of learning organization (personal mastery, mental models,

shared vision, team learning and systematic thinking) in the guidance schools and

emotional intelligence in the managers were assessed. The data related to Kolmogorov-

Smirnov test indicated that the responses of participators to two emotional intelligence

and learning organization dimensions questionnaires except mental models has the trait

of normal distribution, thus Pearson correlation test may be used for determination of

correlation and testing the hypotheses. For mental models characteristics, Spearman test

was used. The findings of this analysis for each one of hypothesis are as follows:

The main hypothesis: a positive and significant relationship exists between managers’ emotional intelligence and learning organization dimensions of boys’ guidance schools of

Islamshahr. To analyze this hypothesis, Pearson correlation coefficient has been used.

The related data is provided in table 1.

Table 1- Coefficient of correlation between emotional intelligence and learning

organization

Coefficient of correlation Learning organization

R P N

Emotional intelligence 0.99** 0.01 27 Attention: The coefficients of correlation marked by (*) are significant within the range of 0.05 and

coefficients marked by (**) are significant in range 0.01.

In table 1, the correlation between managers’ emotional intelligence and learning

organization dimensions has been shown. As it is observed, a high positive correlation

(0.99) in significance range 0.01 is observed between managers’ emotional intelligence

and learning organization dimensions in the studied schools that demonstrates acceptance

of main hypothesis and rejection of hypothesis 0. Therefore a direct and positive

relationship exists between managers’ emotional intelligence and learning organization in

the schools with a confidence of 99%.

Second hypothesis: a positive and significant relationship exists between managers’ emotional intelligence and shared vision of boys’ guidance schools of Islamshahr. To

analyze this hypothesis, Pearson correlation test has been used. The related data is

provided in table 2.

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Table 2- Coefficient of correlation between emotional intelligence and shared vision

Coefficient of correlation Shared vision

R P N



In table 2, the correlation between managers’ emotional intelligence and shared vision has

been shown. As it is observed, a positive correlation (0.41) in significance range 0.05 is

observed between managers’ emotional intelligence and shared vision in the studied

schools that demonstrates acceptance of main hypothesis and rejection of hypothesis 0.

Therefore a direct and positive relationship exists between managers’ emotional

intelligence and shared vision in the schools with a confidence of 95%.

Third hypothesis: a positive and significant relationship exists between managers’ emotional intelligence and systematic thinking of boys’ guidance schools of Islamshahr.

To analyze this hypothesis, Pearson correlation test has been used. The related data is

provided in table 3.

Table 3- Coefficient of correlation between emotional intelligence and systematic

thinking

Coefficient of correlation systematic thinking

R P N



In table 3, the correlation between managers’ emotional intelligence and systematic

thinking has been shown. As it is observed, a positive correlation (0.40) in significance

range 0.05 is observed between managers’ emotional intelligence and systematic thinking

in the studied schools that demonstrates acceptance of main hypothesis and rejection of

hypothesis 0. Therefore a direct and positive relationship exists between managers’ emotional intelligence and systematic thinking in the schools with a confidence of 95%.

Table 4- Coefficient of correlation between emotional intelligence and other learning

organization dimensions

Coefficient of correlation Emotional intelligence

R P N

Personal mastery -0.32 0.01 27

Mental models 0.18 0.36 27

Team learning 0.11 0.45 27 Attention: The coefficients of correlation marked by (*) are significant within the range of 0.05 and


In table 4, no relationship exists between managers’ emotional intelligence and other

learning organization dimensions (personal mastery, mental models and team learning) in

the studied schools. Thus, according to the data obtained from Pearson and Spearman

coefficient of correlation, hypothesis 0 is accepted for these variables.

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Discussion and conclusion

Relying on the theoretical topics, it is concluded that the principles applying in learning

organizations (personal mastery, mental models, team learning, shared vision and

systematic thinking) are not enforcing in each organization conveniently and the

requirements for their enforcement should be provided. The new organizations are

formed based on the modern knowledge and it means they should be planned so that they

can use the new beliefs and information and the employees becomes expert in one of

principle fields. Each member of organization instead of taking effort for increasing the

efficiency should continuously learn the new topics and identify and solve the problems

in connection with its scope of activities. For having such a dynamic and competitive

organization, presence of an experienced manager who is equipped with update theories

and communication skills such as high emotional intelligence is necessary and without

the presence of such manager, no salient success and efficiency and considerable

effectiveness may be obtained in practice. As mentioned in chapter 2 in details, the

emotional intelligence is a capability that may be extended and trained. Meyer believes

that the emotional intelligence is a mental capacity for signifying and applying the

emotional information. The people have different capacities in this case, some have

average capacity and some others are skillful and expert. As Meyer, a part of this

capacity is instinctive whilst its other part is something that we learn from life

experience. The recent part is developed by effort, practice and experience. Salovey

extended the theory of Meyer and believes that many of skills that are part of emotional

intelligence are learnable. Also, he believes that emotional intelligence is a series of skills

and capabilities that may be trained as well as learned so that the person can be trained

emotionally better. According to the foregoing, emotional intelligence is developable and

learnable, hence we can hope that by training of managers can equip them with this

useful capability and provide the requirements for learning organization. To have a

learning organization, one of the most important determinant factors is the organization’s

use of a manager who benefitting from modern knowledge and developable capabilities

such as emotional intelligence can provide the appropriate ground for cooperation and

collaboration of people. The summary of this study indicates a positive and significant

relationship between managers’ emotional intelligence and learning organization

dimensions in the schools. Upon comparing the relationship between emotional

intelligence and learning organization dimensions based on the principles of Peter

Sengeh, we may refer to the research applied by Labbaf, Ansari & Masoudi (2010)

therein a positive and direct relationship between emotional intelligence and learning

organization dimensions was observed. As well as, the study applied by Nasseri (2009)

and Carmeli (2006), therein a significant association observed between emotional

intelligence and organizational citizenship behavior and the summary showed that the

emotional intelligence and organizational commitment are appropriate predictors for

organizational citizenship behavior. The results of this research indicated that no positive

and significant exists between team learning and emotional intelligence that in the

comparative comparison of this result may refer to the research applied by Ormond. C.

Helen (2007) in her PhD dissertation therein no significant relationship observed between

emotional intelligence and team learning. Also, Mitchell-white Katheleen (2010) in his

dissertation titled “reflective thinking and emotional intelligence as predictive

performance factors in problem-based learning situations” understood that no relationship

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exists between reflective thinking and emotional intelligence and performance factors in

the problem-based learning situations significantly and this subject requires further

researches.

Suggestions based on research findings

According to the theoretical literature and fundamentals of this research, it is

suggested that for reaching to precipitous changes and developments in the world

and mustiness, the redesign and reengineering of state educational system to be

proceeded more thane ever, because only through essential redesign in the

educational and training system, the problems and barriers of students at their

success path may be solved.

Considering the findings of main hypothesis of this study, it is proposed that the

officers and beneficiaries of educational system and other organizations for

changing it to a learning organization that is the clear need of current

organizations and particularly the schools, benefit from specialist and technical

and mental capable people who have high emotional intelligence in the

management, because as mentioned above, only such a manager may provide the

requirements for transforming to a learning organization.

According to the theoretical fundamentals of this study and extendibility and

trainability of emotional intelligence as the viewpoint of Golmann (1998), it is

recommended to hold during service training courses for strengthening the

emotional intelligence in managers of training and non-training organizations.

The organizations managers shall not that to achieve the success in the current

organizations particularly the schools, they should match themselves to the world

technological advancements and equip themselves with the modern sciences and

specialties and be flexible in this way and adapt themselves to the available

conditions and know that mere emphasize on the traditional managerial methods

and attention to the production and deceptive statistics never can endure so long.

And ever the fear from downfall and disruption is felt. Thus, the only way for

exiting from this bluff is equipping with the sciences and modern research

findings and implementation thereof in practice.

Considering the findings of fourth directive hypothesis as well as the fifth

directive hypothesis, it is suggested that the organizations managers of each rank

note that mere emphasize on the traditional managerial methods and attention to

the production and deceptive statistics never can endure so long. And ever the fear

from downfall and disruption is felt. Thus, through benefitting from managers

who apply the update theories and have technical and mental capabilities such as

emotional intelligence, the requirements should be provided for collaboration and

participation of all organization employees in the decision-makings and drawing

the shared vision of organization in order to lead the organization towards the

higher goals and clear perspective by means of a systematic and integrated

thinking. To establish the communication between this research and subsequent

researches, the following topics are recommended to be surveyed:

The both learning organization and emotional intelligence are concepts

which have been raised within the recent decades and have the potential

for further attention and consideration;

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In this paper, the required data has been obtained only through the

questionnaire, but in addition to this method, other methods such as

interview and observation etc. may be used to achieve more precise and

useful data. This research work may be fulfilled by more samples of a

larger statistical population in the different geographical regions as a

comparative study.

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