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

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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).

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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

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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).

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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”.

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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.

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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

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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.

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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.

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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

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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).

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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.

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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.

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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

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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

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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.

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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.

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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.

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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.

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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

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  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

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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

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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

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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

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Graph: 1 Age vs. Sensitivity Graph

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Graph: 2 Age vs. Maturity Graph

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Graph 3: Age vs. Competency Graph

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Graph 4: Age vs. Total EQ Graph

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Graph 5: Age vs. Motivation

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Graph 6: Year of Experience vs. Sensitivity Graph

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Graph 7: Year of Experience vs. Maturity Graph

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Graph 8: Year of Experience vs. Competency Graph

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Graph 9: Year of Experience vs. Total EQ

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Graph 10: Year of Experience vs. Motivation Graph

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Graph: 11 Motivations vs. Total EQ Graph

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Graph 12: Age vs. EQ vs. Motivation

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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).

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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

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Appendix A:Questionnaire Package

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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.

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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

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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.

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