Transcript
To Identify Role of Emotional Intelligence in Career Success:
A Case Study of Commercial Banks of Karachi
Thesis Report
by
Group
Kashif Sarwar Shaikh (0828115)
Supervised by:
Masood AhmedAssistant Professor
SZABIST
MBA Research ThesisSpring 2012
Shaheed Zulfiqar Ali Bhutto Institute of Science & Technology (SZABIST)90 Clifton, Karachi
ACKNOWLEDGEMENT
All the praise to Almighty Allah the most beneficent and merciful who gave us strength
to compile MBA Thesis Report on “Role of Emotional Intelligence in Career Success: A
Case Study of Commercial Banks of Karachi.”
We would like to thank to Mr. Masood Ahmed for being such a co-operative and helpful
advisor throughout the process of report writing. He determinedly evaluated our work at
each step which does not only improved quality of research but also improved our writing
skills and our approach as well. His professional attitude is really worth appreciating
which inspired and keep us motivated throughout the process.
Here we would also like to thank to respected managers of selected banks. Our sample
was drawn from Allied Bank Limited, Bank Al-Habib Limited, Bank Alfalah Limited,
Barclays Bank, Faysal Bank Limited, Habib Bank Limited, United Bank Limited and
Smmit Bank who helped in completion of research sample. And we would also like to
thank Dr. Rukhsana Neuropsychologist at Dow University of Health Science; who helped
us designing research tool for the study.
We would appreciate to have suggestions for improvement in this report from our
teachers, companions and well-wishers as we believe nothing is perfect in this world and
there is always room for improvement and we want to improve, learn and develop.
Furthermore, we would like to thank SZABIST for providing us opportunity to work on
such report which not only utilized and sharpen our skills but also made us learn various
theories, researches and concepts regarding the topic. It has really widened our network
and knowledge boundary.
Anti Plagiarism Declaration Form
I certify that this report is our research work. This work has not been, in whole or in part,
presented elsewhere for assessment. Where material has been used from other sources, it
has been properly acknowledged. If this statement is untrue and if I found guilty of
plagiarism, the punitive actions against me can be taken as per the SZABIST Anti
Plagiarism Policy.
Name of the student: Kashif Sarwar Shaikh Registration No: 0828115 MBA Day Signature: _______________________
ABSTRACT
“This study was initiated with intention of discovering role of emotional intelligence (EI)
in career success. Emotional intelligence is name of social skills and abilities which play
pivotal role in career advancement of professionals. At workplace people contribute their
efforts, best to their capabilities to acquire success however performance outcome is not
the sole paradigm of success. There are several other factors as well that contribute to
career success; and EI is one of them. This research was conducted over employees of
Bank Alfalah Limited, Allied Bank Limited, United Bank Limited, Summit Bank, Faysal
Bank Limited, Habib Bank Limited, Barclays Bank and Bank Al Habib Limited. Banking
sector was selected for research because it is one of the most lucrative sectors of
economy. Sample size for research was two hundred. The sample size was selected on
convenience basis. To assess emotional intelligence of employees, test was designed by
reviewing Daniel Goleman’s emotional intelligence model which is based upon four main
constructs including: self awareness, self management, social awareness and
relationship management. Research tool also included certain parameters to assess
subjective and objective career success. However emphasis was given to subjective
success. Research findings revealed a positive correlation between career success and
emotional intelligence. However hypothesis test shows there is no relationship between
the variables.”
Keywords: Emotional Intelligence, Career Success, Subjective Success, Objective
Success.
Table of Contents
INTRODUCTION......................................................................................................................1
Background..................................................................................................................1
The Problem.................................................................................................................3
Problem Statement.......................................................................................................3
Objectives of study......................................................................................................4
Justification..................................................................................................................4
Limitations...................................................................................................................4
Scope............................................................................................................................5
Definitions of key terms..............................................................................................5
LITERATURE REVIEW..........................................................................................................6
Career Development and Career Success....................................................................6
Emotional Intelligence...............................................................................................12
Theoretical Framework..............................................................................................17
Conceptual Framework..............................................................................................18
RESEARCH METHODOLOGY............................................................................................20
Research Design........................................................................................................20
Procedure...................................................................................................................20
Population..................................................................................................................20
Sample &Sampling Method......................................................................................21
Data collection Technique.........................................................................................21
Research variables.....................................................................................................21
RESEARCH FINDINGS AND DATA ANALYSIS:.............................................................22
Regression Line.........................................................................................................29
Correlation Analysis..................................................................................................29
Coefficient of Determination................................................................................31
Hypothesis Testing...................................................................................................32
LIMITATIONS.........................................................................................................................33
CONCLUSION and RECOMMENDATIONS......................................................................35
REFERENCES.........................................................................................................................36
Appendix A: Questionnaire.....................................................................................................41
Appendix B: Glossary...............................................................................................................46
LIST OF FIGURES & TABLES
Figure 2-1 Five Career Development Stages Known As ‘Life Rainbow” Proposed By Donald
Super. 7
Figure2-2 Career Development Model Proposed By John Holland, Also Known As Riasec. 8
Figure 2-3 Model Of Emotional Intelligence Proposed By Mayer And Salovey 14
Figure 2-4 Model Of Emotional Intelligence Proposed By Daniel Goleman. 15
Figure 2-5 Model Of Emotional Intelligence Proposed By Reuven Bar-On. 16
Figure 4-1: Respondents Proportion On Gender Basis 22
Figure 4-2: Respondents Proportion Age Wise 23
Figure 4-3: Respondents Proportion Experience Wise 23
Figure 4-4: Emotional Intelligence Level Of Respondents 24
Figure 4-5: Emotional Intelligence Level Of Respondents With Varying Age Brackets 25
Figure 4-6: Emotional Intelligence Level Of Respondents With Varying Experience Level 25
Figure 4-7: Emotional Intelligence Level Of Respondents With Reference To Hygiene And
Motivation Factor 26
Figure 4-8: Emotional Intelligence Level Of Respondent-Gender Wise 26
Figure 4-9: Career Success Level Of Respondents 27
Figure 4-10: Career Success Level Of Respondents With Varying Age Bracket 27
Figure 4-11: Career Success Level Of Respondents With Varying Experience 28
Figure 4-12: Career Success Level Of Respondents Gender Wise 28
Figure 4-13 Career Success Level Of Respondents With Respect To Hygiene And Motivational
Factors 29
Figure 4-14: Regression Graph Showing Relationship Between Career Success And Emotional
Intelligence Level 29
Table 4-1 Co-Relation Matrix Show Relationship Between EI, Components Of EI And CS 30
Table 4-2 Co-Relation Matrix Showing Relationship Between CS, Components Of CS And EI 30
Table 4-3 Co-Relation Matrix Showing Relationship Between EI And CS Of Male Respondents
31
Table 4-4 Co-Relation Matrix Showing Relationship Between Ei And Cs Of Female Respondents
31
Table 4-5 Table For F-Test 32
Chapter 1 Introduction
INTRODUCTION
Background
From the very beginning of our life, we keep on experiencing, working, learning and
improving. These improvements gradually lead to development, where one refines, and
transform modifications. Concept of development gets more complex when it is
associated to professional life because it’s not only about learning through work and
experience but it requires individual to continuously assess, explore, manage, improve
and grow in respective area. Professional development is termed as career development.
It is life long process where one keeps on improving and growing.
At earlier career development was considered as, to be in an organization, climb the
organizational ladder and move through clearly defined job positions and hierarchies for
progression. However with passage of time the term was given broader definition.
According to Wendy Patton and Mary McMohan (2006) career development defined by
department of education & science, in year 1989 as “multiple occupational role which an
individual play throughout the life; like student, part time worker, employee and
independent professional, etc”. Whereas Donald Super’s words were also quoted in the
same book, where Super defined career development as “occupational and non
occupational progress of an individual through variety of roles; a student move with
different levels, acquire education, learn, select a profession and grow in respective
field”. In addition to this;Superhad also highlighted social roles as important step at the
ladder of career development (Patton &McMohan, 2006).
This is the new arena of career development where it is associated to overall learning and
development. However for this research if we confine ourselves to career success which
is subset of career development even then for an individual to develop in respective field
is not that easy as it was before. Changing business needs have changed the concept;
organizational perspective has been shifted from specialization to generalization for
which individuals learn more and more to move to the higher organizational level. In this
race of success people don’t prefer to continue with same job or specific field for long
Chapter 1 Introduction
time, in fact they keep on moving with opportunities for growth, development and
success.
Competitive environment has also changed the organizational demands. Individuals now
not required to be only equipped with mental and physical ability to learn and apply
technical skills but they are also required to be emotionally competent as well to
understand organizational dynamics, value the culture and people. In existing era work
life is full of stress and individuals are require to be capable of working under pressure
and keeping command over their own self and people as well. This is the notion of
emotional intelligence referred by Jordan, Ashton-James &Ashkanasy (n.d.), from the
Goleman’s work, which claims emotional intelligence is the predictor of career success.
It’s been argued that cognitive intelligence can help you to get hired but to get promoted
emotional intelligence plays significant role.
High IQ leads to high work performance has been in debate in past but now consideration
is over career success because the ultimate goal of employee is to perform and to grow in
respective field. There are many instances where despite of having outstanding
performance career success is not visible it is because the performance and higher IQ are
not the only paradigm. EI plays an equally important role in it. Researchers have
discovered in past cognitive intelligence is better interpreter of professional and
educational performance than EI. However according to Stys & Brown (2004) when we
talk about excellence in performance or to be outstanding leader, cognitive intelligence
may not be as much powerful predictor of success as emotional intelligence. Even after
so many researches and acceptance of the term EI in field, there are many controversies
regarding the implication of the concept. Especially with regard to relationship between
EI and career success and even empirical evidence are not sufficient enough to prove this
relation.
Goleman has expressed EI through four factors which include: personal awareness in
term of emotion and responsiveness toward feelings of other, management of personal
and other’s emotions and social skills; required to better be aware of others emotions and
managing other’s emotions (Gosling,2006). According to Zeidner, Matthews & Robert
(2004), it’s been argued that components of emotional intelligence have great effect on
one’s performance at workplace and also in developing one’s own leadership skills. And
Chapter 1 Introduction
the leadership and performance are the most important ingredients in the recipe of career
success.
Success of individuals contributes to development of nation but for this development,
institutional frame work is equally essential. In nation’s success industries play an
important role. Pakistan economy’s success is dependent upon sectors such as
agriculture, textile, sport goods industry, services sector and other industries. In service
industry there is great share of banking sector. Although the banking sector is moving at
fast pace but this growth is leading to organizational stress. Excessive work pressure over
employees leads to lower productivity and deviant behaviours which directly hamper
organizational success. Here this research shall be testing how the emotional intelligence
provides protection against such situations as Goleman (1998), proposed “emotional
intelligence as propensity to controlpersonal emotions and of others as well”.
The Problem
On one hand globalization has created opportunities for people while on the other hand
increased competition and stress. At earlier to perform the job effectively was considered
as gauge of success but now individuals are requiredto be capable of working with other
people, they are require to develop certain capabilities to cope with organizational
culture, organizational changes and work stress. Performance standards are changing very
rapidly; in today’s era to acquire success, one need to be self aware; should be having
capability of self management and can influence others. This is what emotional
intelligence is all about. Since the role of emotional intelligence in career success and
business development is rising, therefore management should direct its efforts to develop
their workforce emotionally.
Problem Statement
At workplace employees contribute their efforts at their best but growth is not solely
dependent upon performance outcome. There are several other factors that contribute to
career growth and emotional intelligence (EI) is one of them. Purpose of this study is to
identify, different traits of EI of employees and to explore the roleof EI traits in career
advancement/career success.
Chapter 1 Introduction
Objectives of study
Objective of this study is to discover link between emotional intelligence and career
success of respondents. For this research objectives are as follow:
To identify factors which lead to career success?
To identify role of annual appraisal in career success.
To identify different traits of emotional intelligence.
To explore what traits of emotional intelligence are important in career
advancement.
To identify emotional intelligence level of respondents.
To discover role of emotional intelligence in career success.
Justification
Study shall be helpful to all research participants. Through this research, participants will
get to know themselves in better way. This research will unlock new direction to
participants to see certain aspects of their personal and professional life. Research will
first get the participants to know importance of emotions and emotional intelligence and
then it will enlighten them to use emotions intelligently in their life. Benefits of this
research will not be confined to the participant only howeverresearch will also be
beneficial to human resource trainers and recruiters to identify behavioural competence
of candidates. Human resources professionals work over recruitment, change
management, conflict management and certain relevant areas and this research could be
facilitator to them to cope with such situation.
Chapter 1 Introduction
Limitations
Within the valid scope of the research, following will be the limitations:
Research shall be conducted overemployees of three commercial banks of
Karachi.
Major constraint in research could be lack of availability of relevant
researches in local setting.
Research is time consuming and costly processtherefore major problem could
be limited time and money.
Availability of desired sample and willingness of that sample to respond could
be a critical constraint in study.
Scope
The geographical scope of this research will be expanded to the commercial banks
operating in the city of Karachi only. Being full time students it shall not possible for us
to go to other cities and it bound this research geographically.
Definitions of key terms
Emotional Intelligence (EI):competence to identify, judge, handle personal and other’s
emotions.
Emotional Quotient (EQ):measure of non-cognitive abilities (Emotional Intelligence).
Intelligence Quotient (IQ):measure of cognitive abilities (intelligence).
The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT):determines emotional
intelligence keeping ability as parameter. This test is designed to measure Emotional
Intelligence based on model of EI given by Mayer and Salovey.
Chapter 2 Literature Review
LITERATURE REVIEW
Career Development and Career Success
The term career has its roots in educational reforms (Nevitt, 1967). Research over
individual development claims education is a dimension of evolution. Author further
elaborated it, as a plot for advancement rather than only mode of imparting knowledge
and skills. Interest of people in education increased as they became more concerned about
their success.
However education is not guarantee of success (Bradshaw, 2011). To be successful there
must be a match between knowledge and knowledge of professional world (Parson,
1909). Idea was proposed by Frank Parson; well known for his book “Choosing a
Vocation.” Author identified three elements; self knowledge, knowledge of relevant field
and “what is the relation between two facts” (Parson, 1909). Parson regarded these three
elements as essential in career selection. He further emphasized it is better to choose a
vocation than merely to hunt a job.
Throughout 1900 to 1950 most of the work was done over individual’s trait and
environmental factor. Gradually researches started to contemplate over characteristics of
the individuals who select the career rather than what is to be chosen. (Edwin, 2001).Till
the mid-century career selection was considered as one time decision. However in 1951
Ginsburg, Axelrad and Herma proposed that occupational choice is not a one-time
decision, but a continuing process occurring in several stages and sub stages (overview of
career development theory, n.d).
Ginzberget. al proposed career selection as a process that take place in three stages;
fantasy stage, tentative stage and realistic stage (overview of career development theory,
n.d).Sarah Senghas, in her article (Using the Ginzberg theory of Occupational Choice to
determine your Career Path, 2007) proposed; at fantasy stage an individual possess strong
imagination power however individual is incapable to understand practicality of life. This
phase involves identification and evaluation of different options. Afterwards next phase is
tentative, which involves selection of career field. The last phase is realistic stage where
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Chapter 2 Literature Review
individual pursue training and education in specific area of chosen field. Realistic stage is
made up of other three phases which includes exploration, crystallization and
specification.
Another major contributor to career theories was Donald Super. Super (1954) introduced
five developmental stages: growth (childhood), exploration (youth), establishment (early
adulthood), and maintenance (middle adulthood) and decline stage (later adulthood).
Super had also suggested appropriate task for each stage. Super viewed; career as the sum
of all the roles we play in our lives (overview of career development theory, n.d).
Super brought the concept of career maturity (Patton &Lokan, 2001). He emphasized
career maturity as life long process. Super’s work was over development, self concept
and contextual perspective (Savikas). Super proposed an individual’s personal view
regarding self varies, improves and keeps building up throughout the individual’s life as a
result of experience, and one adapts changes in career accordingly. Super also introduced
life rainbow which comprises of following five career development stages:
Figure 2-1 Five Career Development Stages known as ‘Life Rainbow” proposed by Donald Super.
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Chapter 2 Literature Review
Moreover in 1960’s John Holland’s theory of Typology became another milestone in
field of career development. Holland’s idea was most appreciated after Parson’s work.
Holland’s theory was grounded on two major gears, the personality types at workplace
and work environment types. He proposed six personalities and environments with same
names: realistic, investigative, artistic, social, enterprising and conventional. Holland’s
theory often called as RIASEC.
From Holland’s theory seven hundred and twenty different personality types can be
derived however Holland proposed; only the dominating traits influence an individual’s
personality.
Figure2-2 Career Development Model proposed by John Holland, also known as RIASEC.
Personality influences behaviour in general situation(Ruth, Connie,Kantrowitz& Tracy,
2001). And, the behaviours depend upon environmental inputs. Due to relation between
environment and personality, people seek out work environment which is compatible
with their personality and similarly organizations also look for individuals who can fit
into their environment (Chatman, 2001). The essence of Holland’s theory is person-
environment fit.High compatibility of individuals with work environment leads to high
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Chapter 2 Literature Review
satisfaction at workplace and satisfaction leads to higher results. This outcome is termed
as career achievement.
Subjective and Objective Career Success
Career achievement is subset of career (Urs& Laurie, 1989); defined career as the
desirable result at some point in individual’s work experiences over time, this holds two
perspectives which Oxford English Dictionary(2011)defined as“ an occupation
undertaken for a significant period of a person’s life and with opportunities for progress,”
and “the attainment of fame, wealth, or social status.”This definition has two perspective
one refers self satisfaction and other refers to success as opulence that largely relies on
societal status. Everett Hughes (1937, 1958) under theoretical framework has categorized
career success as subjective and objective success. Hughes represented objective career
as the one which is easily visible, quantifiable and demonstrable in term of promotions,
compensation and position; such success serves as milestone of career across societies
(Helsin, 2005). However subjective career success deals with personal factors such as
satisfaction in professional life, flexibility, learning, and these personal factors have
acquired more significance nowadays (Hall&Chandler, 2005).
However every individual is different from other and since the career aspirations as well.
Some weigh job security and compensation over work-life balance. Similarly there are
the individuals with contradictory perspective.
Traditionally researches were having in their mind career success is one where an
individual acquires higher hierarchical position, promotion, rank, job retention and
compensation (Hall & Chandler, 2005). However wind of technological advancement and
globalization revolutionized human needs which lead to change in organizational
priorities with respect to employee compliance. Organizations have identified need of
attention toward subjective success (Hall, 1996).
Subjective career success is resultant of individual to work experiences (Hughes, 1937,
1958). It reflects individual’s perception regarding direction of career that where career
is moving and where it shall lead (Stebbins, 1970). Thorndike (1934) emphasized over
importance of subjective and objective career success that is measurable in terms of job
satisfaction, earnings and job status as objective career success criterion (Helsin, 2005).
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Chapter 2 Literature Review
Hughes also concentrated over providing basis for understanding and mentioning the
importance of objective career and subjective career. Both the views subjective and
objective; are precise, none of them is superior over other and neither is good or bad
(Hall& Chandler 2005). Career success is not only described with two distinct views but
researchers have focused on interdependence of the two as well. Barley (1989), proposed
looking at the one aspect of career goes against the Hughes’s original concepts (Arthur,
Khapova&Wilderom, 2005.) Individuals continuously interpret their career success and
work experiences. They get familiar with career goals, develop their own success
definition and proceed accordingly. Lawrence (1984, 1996) introduced “age norms”. It
refers to continuous process that starts with entrance of an employee in organization
where an individual interact, socialize, develop understanding of organizational norms
and start to progress toward subjective career success that eventually lead to objective
career experiences. (Arthur, Khapova&Wilderom, 2005). Changing job needs are the
stimulator of various theoretical developments, concepts of boundary less career(Arthur,
Khapova, &Wilderom, 2005) protean career (Hall, 2004) and social capital theory
(Seibert, Kraimer&Liden, 2001) are resultant of it.
Protean Career Theory
The protean career theory proposed psychological career success is outcome of efforts of
individuals for career management (Hall, 1996, 2004). Protean career contradicts to
concept of career development which emphasize individual development is responsibility
of organizations only. A model was proposed by Brisco and Hall having individual’s
attitude towards career management which involves both others directed and a self-
motivated attitude (Brisco, Hall & Demuth, 2006). Protean career theory focuses on
individuals self management of career in self motivated manner with respect to values
and evaluation of success depending upon subjective criterion of career success (Briscoe
& Hall, 2006; Hall, 2004). Individuals having conventional approach toward career, lean
to have submissive role in career progression. However individual with proactive attitude
take responsibility of career choice and opportunities (Hall, 2004). Individual need to be
aware of self, as it is the best guideline in career verdict (Hall, 2004). Development of
flexible approach is essential for right career selection. Protean attitude provides base for
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Chapter 2 Literature Review
initiatives taken by individuals as par career management, might include development of
learning about oneself and about taking actions for managing career.
Boundary less Career Theory
Boundary less career theory proposed, employee under a psychological contract is not
liable to render lifetime service neither the organization need to provide stable career
progression for life long. Rather it emphasize an individual should engage in self-
management activities to explore and exploit success in career. Through self-
management individual gets sight of personal career goal thus ensure employability. (Hall
& Moss, 1998)
Self-management directs individual to move through different organizational position and
attain different physical and psychological levels. (Sullivan, 1999) thus an individual
with such approach shall be effective in networking within and outside organizational
settings (Brisco, Hall & Demuth, 2006). Arthur and Rosseau’s highlighted success in
careers in “boundary-less” environment is not only about physically moving from one
place to other but its more about building network.
Organizational mobility and self-management attitude would be compatible for moving
toward success. In other words mind-set of employees toward their success and their
sense of responsibility is desirable (Briscoe & Hall, 2006). However in addition to
individual attitude; Judge &Bretz (1994) andPeffer, (1989), proposed there is significant
role of unceremonious behaviour at workplace (Seibert &Kramair, 2001). These
behaviours are outcome of interpersonal communication; which is a valuable component
of social networking. Researches over social networkinghave led foundation of concept
of social capital. (Seibert &Kramair, 2001)
Social Capital Theory
Social capital theory has three approaches weak tie, structural whole and social resource
theory. (Seibert &Kramair, 2001) Ties in which information moves outside the network
are referred to be weak ties that reach outside of one’s social elite (Granovetter, 2004).
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Chapter 2 Literature Review
However Granovetter (1973) proposed weak knots develop wider network. Structural
whole theory highlighted weak ties provide greater information, negotiation advantage
and thus lead to more control over the situation. In weak knots there is little concern
toward the work among groups however flow of information is strong. (Burt, 1992)
Whereas social resource theory introduced new dimension where not only the tie but the
human resource involve in knot effects the outcome, it depends on individual to how to
utilize available social capital for career success. For career success extroversion, pro-
activity and cognitive intelligence has relation to both the approaches of career success.
(Sorrrenson, 2005)
Emotional Intelligence
Cognitive ability of intelligence has remained very attractive to psychologists and
researchers. Psychologists have focused on memory and problem solving aspect of
intelligence because in older times it was the sole paradigm for individual’s efficacy.
However over the period of time focus of researchers diverted toward emotional
intelligence. It refers to use of our own emotions and those of others intelligently. The
term emotion is defined as “feeling arising as result of experience from external
environment and self awareness.” (Mayer, Roberts &Barsade, 2008). Whereas
intelligence; is the other name of cognitive ability.
Human brain’s operations are categorized in three classes known as triad; motivation,
emotion and cognition. Motivations arises as result of internal and external bodily states
(basic needs), emotions continuously evolve signals and respond according to the change
occurring within individual and environment however third category of mental operation
is cognition; which is about learning from environment and problems solving. Emotion,
often defined by combining with attributes of motivation and cognition which widen its
boundary. Mayer, Carsuo and Salovey (1999) proposed “feelings are resultant of a
person’s internal, external environment, understanding and understanding capability”.
Emotions are essential to organizational work environment as emotions involve some
attributes of motivation, emotion influence action, and above all emotion also play role in
career development (Brown, George & Smith, 2003). In “working with emotional
intelligence”, Goleman (1998) highlighted importance of feelings in decision making.
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Chapter 2 Literature Review
Intelligence
Gardner expressed the term intelligence used in different manner by different people
however all entail collecting knowledge and understanding that through mental ability.
Different researchers defined the term in same perspective; by using of more technical
words.
Wechsler describe intelligence as the “collective aptitude of an individual to act
persistently, to think logically and to respond to environment accordingly”. Scientific
definition of intelligence is; “intellectual skill that allow the identification, wisdom,
recollection of knowledge and the ability to rationale for specific appearance of
knowledge”. (Mayer, Richards &Barsade, 2008)
Emotional Intelligence
Various definitions of Emotional Intelligence aroused after combination of the terms
Emotion and Intelligence. Goleman proposed emotional intelligence as capability of a
person to manage emotions in such a way that may lead to self motivation and
understanding of others’ emotions. “Emotional Intelligence refers to the capability of
recognizing personal and other’s feelings, and using this capability in motivating,
directing self and influencing others in associations ” (Goleman, 1998).
Salovey and Mayer (1990) proposed emotional intelligence as “the division of communal
intellect that involves the skill to observe personal feelings, to differentiate among them
and to use this information”.
However, Bar-On proposed “individual who are expressively and communally
intellectual are capable to recognize and articulate self, to recognize and recount well to
others, and to productively manage with stress of daily life”.
A brief history of Emotional Intelligence
In the beginning of the 20th century, Edward Thorndike as a psychologist first time
introduced the concept of social intelligenceand sows the seeds of the EI. Non-
intellectual side of intelligence got more popularity in year 1983 when Harvard published
a book titled “Frames of Mind”and proposed concept of manifold intellects. Gardner
argued that along with other intelligences personal intelligence should also be given
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Chapter 2 Literature Review
importance; which is further divided into interpersonal intelligence;which was defined as
the skill to recognize populace in order to increase their motivation; and intrapersonal
intelligence which refers to understanding one’s own feelings in order to be effective in
every aspect of life( Encyclopedia, 2011).
The term EI first appeared in 1985 by doctoral student Wayne Payne. And from then EI
got the attention of many researchers worldwide. First ever theory over emotional
intelligence was proposed by Peter Salovey and John Mayer in year 1990 and since yet
researchers are working over emphasizing importance of emotional intelligence
(EQi.Org, 2011). Their theory put forward that “all individuals have different capacity
and approach to route in order of an emotional nature and in their ability to relate
emotional dispensation to a wider cognition” (Mayer, Salovey& Caruso, 2000).Mayer,
Salovey, Caruso, &Sitarenios (2001) propose that emotional intelligence is comprised of:
Emotional perception: this area of “intelligence is about understanding and
accurately expressing personal emotions”.
Emotional integration: this area focuses on one’s “ability to distinguishone’s
feeling and factors that influence thought processes”.
Emotional understanding: is the “ability to understand complex feelings and the
skill to identify that how an individual switch among them”.
Emotion management: is the “ability to relate or detach from afeeling depending
on its usefulness in a given situation”.
Figure 2-3 Model of Emotional Intelligence proposed by Mayer and Salovey
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Chapter 2 Literature Review
Though Peter Salovey and John Mayer was the pioneer of the term EI and were also the
first to develop EI measure but the term really got famous in the corporate world and in
1995 when a book Emotional Intelligence by Daniel Goleman was written. Goleman
proposed a model outlines four main emotional intelligence constructs: self awareness,
self management, social awareness and relationship management.
Self-awareness: is the “ability to examine one's feeling and identify their effectby
using gut feelings in driving conclusion”.
Self-management: refers to“directing sentiment according to circumstances”.
Social-awareness: includes the “skill to understand, and react to other's emotions
in social bloc”.
Relationship management: “ability to motivate and control others through
emotions and managing conflict at the same time” (Goleman, 1998).
According to Goleman’s proposed model each construct comprise of emotional
competencies which must be worked on and developed over the time as these are not
inborn competencies.
Figure 2-4 Model of Emotional Intelligence proposed by Daniel Goleman.
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Chapter 2 Literature Review
Reuven Bar-On, proposed representation of emotional intellect emphasizes over latent
for output and achievement rather than performance or success itself and is considered
process-oriented rather than outcome-oriented. Reuven Bar-On has emphasized
importance of emotional intelligence in his research where he proposed emotional
intelligence is equally important as cognitive intelligence.
Bar-On hypothesizes that those individuals with higher than average EQ’s are in general
more successful in meeting environmental demands and pressures. He also notes that a
deficiency in emotional intelligence can mean a lack of success and the existence of
emotional problems.(Stys& Brown, 2004)
Figure 2-5 Model of Emotional Intelligence proposed by Reuven Bar-On.
Emotional Intelligence tests
Emotional Competence Inventory 360 (ECI 360) - measures the twenty-five
competencies outlined in Goleman’s 1998 book
Bar-On EQ-i - gives an overall “EQ” score and scores of five composite scales.
Interpersonal, intrapersonal, adaptability, stress management, and general mood.
16
Chapter 2 Literature Review
MSCEIT – Mayer, Salovey and Caruso Emotional Intelligence Test - measures the four
branches of mental ability outlined in Mayer and Salovey’s model
Work Profile Questionnaire (WPQei) - tests the competencies and attributes as identified
by Mayer, Salovey, and Goleman. Based on a model of emotional intelligence that is
composed of seven intelligences.
Theoretical Framework
Referred to above mentioned measures of emotional intelligence, MSCEIT is the test to
assess contribution of emotional intelligence in one’s ability. Here ability refers to
capability of understanding, learning, improving and developing. From the very inception
we start to adapt from our surrounding, we learn and we develop. This development goes
along with us until we die. Development is a lifelong process in every sphere whether it’s
personal or professional.
One of the most important factors that lead to development is motivation. This motivation
could be in term of physical object or subjective satisfaction. All individual have own
need which lie at different level of Maslow’s hierarchy; ranging from physiological needs
to safety and security, social activity, to esteem, and finally to self-actualization. Through
these needs individual formulate own success definition. Achievement of needs serves as
sense of accomplishment and success. Similar to success, career success also has two
aspects; objective and subjective.
In current protean era subjective success has acquired more value. As referred earlier
work environment is changing and organizational requirements are also changing.
Organizations want individuals to not only to work over conventional procedure in
isolation but they want individuals to be capable of moving with changing everyday
requirements and comply with people. When it comes to work with people in
organizational settings and progress along; in addition to personal characteristic and
cognitive intelligence, individuals need to be emotionally intelligent as well.
Conceptual Framework
Goleman proposed four aspect of emotional intelligence; self-awareness, self-
management, social-awareness and social-management. These factors enhance an
17
Chapter 2 Literature Review
individual’s career progression; since career success is no more confined to vertical
progression in one organization only; similarly the means of progression are also being
changed. Career success is now being linked to one’s self-management and socializing
capability. Adaptability, problem solving skills, stress management, optimism, leadership
are the resultant of emotional intelligence and are measure of success in today’s
globalized era.
Self-awareness and self-management make individual responsive toward development, it
make person to take hold of personal growth. Such individual proved to be good leader.
However in such a boundary less environment leadership is not confined to get a task
done but also to develop such a bond in professional relations that could be utilize in
career success.
Self-management, self-awareness and social skills/networking are the component of
emotional intelligence which serves as determinants of career success; which directs
individual toward professional development. Professional development refers to be
having skills, knowledge, and competence in relevant field and in today’s inconsistent
period to be professionally developed individual needs to be flexible to learn new skills
according to need and unlearn olden practices. Bar-On has emphasized importance of
emotional intelligence in his research where he equated emotional intelligence to
cognitive intelligence. Boundaries of emotional intelligence are spread out not only to
18
Chapter 2 Literature Review
professional development but they also incorporate career development. Donald Super
has regarded it as lifelong learning process.
19
Chapter 3 Research Methodology
RESEARCH METHODOLOGY
Research Design
This study was conducted to uncover role of emotional intelligence in career success
through quantitative research method and provide empirical evidence of relation among
the variables. Emotional intelligence and career success level of respondents was
identified through close ended questions, the collected responses were assessed over
Likert scale. To explore the relationship between the variables, relevant statistical tools
including average, percentage, regression analysis and correlation analysis were used.
Furthermore to identify the relation, confidence was also tested at the interval of 5%.
Procedure
Sampling frame included individuals working at middle level of management in different
commercial banks of Karachi city for at least two years (with in the same bank for two
years or more). Scope of sample for this research was confined to eight banks including,
Bank Alfalah Limited, Allied Bank Limited, United Bank Limited, Summit Bank, Faysal
Bank Limited, Habib Bank Limited, Barclays Bank and Bank Al-Habib Limited.
Emotional intelligence test was design with the help of Daniel Goleman’s model
presented in his book Emotional Intelligence. The designed research tool was presented
Dr. Rukhsana Haider for approval. As she has hand on Emotional Intelligence and she is
working as Neuropsychologist at Dow University of health science. After conducting
Emotional Intelligence test of respondents, there results were analyzed in the light of their
subjective and objective career success. Collected data was processed and a detailed
report was generated; representing the role of EI in respondent’s career success.
Population
For the study population included commercial bank employees working at managerial
cadre. Sampling frame only included those employees who have been working in the
20
Chapter 3 Research Methodology
bank for two or more than two years. In conducting this research sampling was
heterogeneous both the male and female were participant in study.
Sample &Sampling Method
Convenient sampling method of non probability sampling was used in this study. Two
hundred bank employees falling in managerial cadre of the selected commercial banks of
Karachi participated in the research. Sample size of two hundred was decided after
reviewing past research papers.
Data collection Technique
To identify emotional intelligence level of respondents EI test was designed including
research regarding self awareness, self management, social skills and networking. These
responses were scored over Likert scale. At earlier research plan included to conduct in
depth interview with respect to supervisors of respondents, to explore success level.
However due to time constraint certain question regarding career success such as,
promotions, salary increment and rewards were added to survey. Emotional intelligence
test was conducted and results were associated with career success level of respondents.
Research variables
This research will deal with an independent variable (also known as a predictor variable)
and a dependent variable. In this study, the independent variable was emotional
intelligence EI and dependent variable was career success. The purpose of the study was
to determine whether the independent variable (EI) is positively related to the dependent
variable (career success).
21
Chapter 4 Data Analysis
RESEARCH FINDINGS AND DATA ANALYSIS:
As per research plan, analysis was to be conducted over two hundred respondents.
However despite of circulating four hundred questionnaires only one hundred and ninety
four questionnaires were received and analysis was conducted over one hundred and fifty
four responses. Certain responses were eliminated as respondents did not belonged
managerial cadre.
Questionnaires were circulated among bank employees regardless of employee’s gender.
Data analysis reveals there is great proportion of male gender in managerial cadre than
female in selected commercial banks of Karachi. From the sample of two hundred
respondents 81% were male belonging to different managerial level ranging from cash
officer to Assistant Vice President (AVP), however only 19% were female.
Figure 4-1: Respondents Proportion on Gender Basis
81%
19%
Gender
MaleFemale
Review of age of respondents, shows most of the respondents belonged to the age
brackets of twenty five to thirty five years which indicates that respondents tend to have
greater flexibility in their behaviors. 68% of respondents belonged to the age group of
twenty five to thirty five years, 14% of respondents were below the age of twenty five
years, 9% of respondents fall in the age bracket of thirty five to forty five years while
22
Chapter 4 Data Analysis
remaining was above the age of forty five years. Graphically it can be presented as
follow:
Figure 4-2: Respondents proportion age wise
14%
68%
9%
9%
Age Group
Below the Age of 25 years25-35 years35-45 yearsAbove the Age of 45 years
In term of experience most of the respondents fall in category of two to five years of
experience. Only 9% of respondents had over the eleven years of experience.
Figure 4-3: Respondents Proportion Experience wise
54%31%
6%9%
Experience
2-5 years5-8 years8-11 yearsOver 11 years
Key objective of the study was to explore emotional intelligence of respondent and for
this purpose certain questions were designed based upon Daniel Goleman’s model.
23
Chapter 4 Data Analysis
Parameters of emotional intelligence include self –awareness, self-management, social
skills and net-working. The collected data revealed that most of the respondents possess
above average level of emotional stability. However number of respondents at the
extremes of high and average level of emotional intelligence was very low, and even
there was not a single respondent having low level of emotional intelligence.
Figure 4-4: Emotional Intelligence level of Respondents
High Above Average Average
Respondents 3 141 8
Emotional Intelligence Level 83 68 55
1030507090
110130150
Emotional Intelligence Level of Re-spondents
Further analysis of emotional intelligence with reference to age brackets shows
respondents below the age of 2 have low level of emotional intelligence as compared to
the rest. The average level of emotional intelligence of respondents with reference to their
age is as follows:
24
Chapter 4 Data Analysis
Figure 4-5: Emotional Intelligence level of Respondents with varying Age Brackets
Below the age of 25 years
25-35 years 35-45 years Above the age of 45 years
Respondents 21 103 14 14
Emotional Intelli-gence Level
64 69 69 68
10
50
90
Emotional Intelligence Level with varying Age Brackets
As per this research emotional intelligence, does not possess any relation to the level of
experience. Respondents having experience from two to eleven years had almost same
level of emotional intelligence. Although individuals having eight to eleven years of
experience had lesser emotional intelligence as compared to the rest, however individual
falling in this category of experience was very low to draw significant conclusion.
Figure 4-6: Emotional Intelligence level of Respondents with varying Experience Level
2-5 years 5-8 years 8-11 years Over 11 years
Respondents 82 47 9 13
Emotional Intelligence Level
68 68 66 68
5
25
45
65
85
Emotional Intelligence with varying Experience Level
25
Chapter 4 Data Analysis
Moreover analysis of emotional intelligence with reference to hygiene and motivation
factors reveals individuals, who prefer hygiene factors are more emotionally intelligent
than those who prefer motivational factors.
Figure 4-7: Emotional Intelligence Level of Respondents with reference to Hygiene and Motivation Factor
Hygiene Factors Motivational Factors
Emotional Intelligence 67 69
66.2566.7567.2567.7568.2568.7569.25
Emotional Intelligence with reference to Hygiene & Motivation Factor
Analysis of average emotional intelligence level of female versus male shows women
were more emotionally intelligent rather than male respondents.
Figure 4-8: Emotional Intelligence Level of Respondent-gender wise
Respondents Average Emotioal Intelligence
Male 81 68
Female 19 70
51525354555657585
Emotional Intelligence (Gender Wise)
Other variable of this research was career success. Analysis of career success shows most
of the respondents were satisfied with their career achievements. However a very few
respondents fall in the category of not successful or in other words as not satisfied as here
emphasis was given to subjective success rather than objective success and subjective
26
Chapter 4 Data Analysis
success is associated to motivational factors. In this research parameter of success
included salary and benefits, environment/working condition, work life balance, quality
of supervision, job responsibility and recognition.
Figure 4-9: Career Success level of Respondents
Successful Somewhat Successful Not Successful
Respondents 40 112 2
Career Success Level 90 70 38
1030507090
110
Average Career Success Level
Analysis of career success to the age shows positive relation among two. Individual
falling in age bracket of 35-45 years and over the age of 45 years possess more success.
Figure 4-10: Career Success level of Respondents with varying Age Bracket
Below the age of 25 years
25-35 years 35-45 years Above the age of 45 years
Respondents 21 103 14 14
Average Career Success
75 75 78 78
1030507090
110
Career Success Level with varying Age Bracket
The above result could be attributable to decreasing motivational level with increasing
age. Analysis of career success with reference to experience also shows positive relation.
Graphically, it can be presented as follow:
27
Chapter 4 Data Analysis
Figure 4-11: Career Success level of Respondents with varying Experience
2-5 years 5-8 years 8-11 years Over 11 years
Respondents 82 47 9 13
Average Career Suc-cess
73 77 80 80
51525354555657585
Career Success with varying Experience
Moreover analysis of average career success to gender shows, female respondents were
more successful than male respondents. They were satisfied with their achievements and
they also had higher level of emotional intelligence.
Figure 4-12: Career Success level of Respondents Gender wise
Respondents Average Career Success
Male 81 75
Female 19 76
51525354555657585
Career Success (Gender Wise)
A further analysis of career success was carried out through hygiene and motivational
factors. Average was taken of collected data and it showed individuals who preferred
motivational factors were slightly more successful than those preferred hygiene factors.
28
Chapter 4 Data Analysis
Figure 4-13 Career Success level of Respondents with respect to Hygiene and Motivational Factors
Respondents Average Career Success
Hygiene Factors 50 74
motivational Factors 90 76
5152535455565758595
Average Career Success
Regression Line
Till yet it was an independent overview of career success and emotional intelligence level
of respondents. However the essence of study depends upon the relationship between
career success and emotional intelligence. Regression analysis of variables reveals a
relationship between emotional intelligence and career success.
Figure 4-14: Regression Graph showing Relationship between Career Success and Emotional Intelligence Level
50 55 60 65 70 75 80 85 900
20
40
60
80
100
120
Average Emotional Intelligence
Aver
age
Care
er S
ucce
ss
29
Chapter 4 Data Analysis
Correlation Analysis
To explore the nature of relationship between two variables, correlation analysis was
conducted which revealed, relation of 0.18. It indicates a positive relation among the
variables. But this relation is not as strong as individual component of emotional
intelligence contributes to career success. Following table below shows strong
relationship of networking and social skills with Career Success.
Table 4-1 Co-relation Matrix show relationship between EI, Components of EI and CS
Table 4-2 Co-relation Matrix showing relationship between CS, Components of CS and EI
Correlation Matrix
Variables EI CS SD WLB VP R J LW PB GEmotional Intelligence(EI)
1
Career Success(CS) 0.18 1Self-development at work(SD)
0.05 0.38 1
Work-life balance(WLB)
0.09 0.43 0.33 1
Vertical Progression(VP)
0.02 0.49 0.34 0.40 1
Recognition( R ) 0.03 0.42 0.25 0.35 0.65 1Job itself(J) 0.01 0.36 0.44 0.19 0.44 0.40 1Learning at workplace(LW)
0.03 0.33 0.31 0.16 0.25 0.28 0.39 1
Pay & Benefits(PB) 0.08 0.40 0.28 0.18 0.58 0.41 0.39 0.24 1
Above table shows relationship between career success components and Emotional
intelligence, although relationship is not strong, but yet there is positive relation. A
general overview of relationship between career success and emotional intelligence level
30
Correlation Matrix
Variables EI CS SA SM SS NEmotional Intelligence(EI) 1Career Success(CS) 0.18 1Self awareness(SA) 0.60 -0.01 1Self management(SM) 0.65 0.03 0.30 1Social Skills(SS) 0.57 0.17 0.30 0.21 1Networking(N) 0.70 0.23 0.18 0.21 0.22 1
Chapter 4 Data Analysis
of respondents was presented, however results of male and female respondents separately
were as follow:
Table 4-3 Co-relation Matrix showing relationship between EI and CS of Male Respondents
Correlation Between Career Success and Emotional Intelligence of Male Respondents AverageEmotional Intelligence 68Career Success 75Correlation 0.11Self-Awareness -0.10Self-Management 0.01Social Skills 0.17Networking 0.16
Analysis male respondent’s career success to emotional intelligence indicates a positive
relation of 0.11. Also the relation between career success and networking and career
success and social skills is much positive as compare to self-management.
Table 4-4 Co-relation Matrix showing relationship between EI and CS of Female Respondents
Correlation Between Career Success and Emotional Intelligence of Female Respondents
Average
Emotional Intelligence 70Career Success 76Correlation 0.43Self-Awareness 0.28Self-Management 0.09Social Skills 0.15Networking 0.48
Strong correlation of Emotional intelligence level to the career success level was
observed in female respondents. Overall observation shows a positive relationship
between career success and emotional intelligence, which further proven from the results
of female respondents.
Coefficient of Determination
By applying coefficient of determination r2=.03 = 3% was obtained. This value indicates
that the 3% variance in career success due to variance in emotional intelligence level can
be defined and vice versa. To further test the validity of result, it was tested at confidence
level of 5%.
31
Chapter 4 Data Analysis
Hypothesis Testing
For this research following hypothesis was constructed.
H0: There is no relationship between Emotional Intelligence and Career Success.
H1: There is relationship between Emotional Intelligence and Career Success.
To test the hypothesis F-test was used.
Table 4-5 Table for F-test
Sum of Squares(SS)
d.f Mean Square
F=statistic F-test(at .05)
p-value
Explained Regression
12.61 1 12.61 11.66 254 0.23
unexplained (error)
22043.32 150 146.96
Total 22055.93
As per the findings p-value was greater than .05 (level of significance) and the value of f-
test was greater than f-value, which indicates that null hypothesis may not be rejected. It
indicates there is no relationship between emotional intelligence and career success level
of respondents.
Hypothesis may be rejected at the confidence level 95% however correlation analysis
shows the minor but positive relationship between emotional intelligence and career
success.
32
Chapter 5 Limitations
LIMITATIONS
In conducting this research primary limitation was availability of access to relevant past
researches and research tool. Because there are very few practitioner of Emotional Intelligence
and it was really hard to access relevant studies in local settings. Another major impediment was
to get approval from Human Resource Department to survey two hundred banking professionals.
At earlier it was planned to conduct survey in Bank Alfalah Limited, Hong Kong Shengai
Banking Corporation (HSBC) and Bank Al-Habib Limited only however it was not possible to
complete the desired sample from specified banks within the time frame, due to which certain
other banks were also involved in the study.
33
Chapter 6 Conclusion and Recommendations
CONCLUSION and RECOMMENDATIONS
On the basis of designed model, positive relation between career success and emotional
intelligence appears. An important finding of this study was strong relation between emotional
intelligence and career success of female respondents. Moreover to test the validity of relation
hypothesis was generated and tested at the confidence interval of 95% through F-test. H0: There
is no relationship between Emotional Intelligence and Career Success. H1: There is relationship
between Emotional Intelligence and Career Success. Based upon the designed model, hypothesis
test showed there is no relationship between the variables. However correlation analysis revealed
positive relation between career success and emotional intelligence; even individual component
of emotional intelligence showed a very strong correlation to the career success level. The
essence of research shows emotional intelligence cannot be referred sole parameter of career
success as there are various other factors which influence and in this study great emphasis was
over subjective success rather than objective success as well.
This study has uncover new horizon for further researches over role of emotional intelligence in
objective success, relationship between emotional intelligence and employee performance,
relation between emotional intelligence and age, relation between emotional intelligence level
and gender. Moreover finding of this study can also be tested through different models of
emotional intelligence.
34
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Appendix A: Questionnaire
Dear Respondent,
We are the students of SZABIST and conducting a research to explore role of Emotional
Intelligence in career success. Emotional Intelligence refers one’s capability of understanding
personal and others’ emotion and using them in beneficial way. To complete this research we
like to have your valuable input.
Name: _____________________ Department: __________________
Designation:_________________ Gender:_______________________
A. How long you have been working here.
2-5 years 5-8years 8-11 years over 11 years
B. Please notify your age:
Less than 25 years 25-35 years 35-45years over 45 years
1. When I am required to present myself in one sentence or less, I find it hard.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
2. I know my career priorities and I can elaborate where I stand in regard to them.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
3. I am clear where exactly I want to be within the next five years.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
4. I can easily identify, where I become defensive.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
5. I seek information about my strengths and weakness from others as basis for self improvement.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
6. When I think of what really drives me and motivates me, I sometimes feel confused.
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(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
7. When I am wrong, I am not afraid to admit it.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
8. I have well developed set of professional standards and principles that guide my behavior.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
9. I have sense to cope with situations that are ambiguous and uncertain
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
10. I feel uneasy when I am expected to share my emotions.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
11. I am able to control bad mood when necessary.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
12. I seldom, feel angry/depress/anxious without knowing the reason.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
13. When I talk to someone, I try to put myself in his/her shoes.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
14. I care how other s might get affected by my words and actions.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
15. During conversation I feel disconcerted over what others contribute.
(1) (2) (3) (4) (5)
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Strongly Agree Agree Neutral Disagree Strongly Disagree
16. I am at ease with people whom I don’t know.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
17. I am feeling comfortable in dealing with people.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
18. I feel uncomfortable in situations when I an expected to socialize.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
19. People know what I can offer to them.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
20. I can get the things done by using my network.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
21. I understand difference between different networks.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
22. I move out of my comfort zone to develop new relations.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
23. I use technology to communicate the people who could be helpful in meeting my career goals.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
24. I make sure to get some time to develop new relation and manage network.
(1) (2) (3) (4) (5)
Strongly Agree Agree Neutral Disagree Strongly Disagree
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25. Mark the following according to you preference:
Hygiene and
Motivation Factors
Most Important Important Less Important Un Important
Salary and Benefits
Environment/Working
Conditions
Work-Life Balance
Quality of Supervision
Relationship with
boss/peers
Job Security
Company Name
Growth
Recognition
Advancement
Challenging/
Interesting work
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26. Every individuals get some goals to achieve when entering in organization; these can be tangible
(Such as promotions, pay etc) or in tangible (self-satisfaction in form of recognition, growth
etc).Please mark the following according to your accomplishments.
Totally
achieved
Almost(not all)
achieved
Cannot say Very Little
achieved
Not at all
Achieved
Self Development at Work
Work Life Balance
Promotions
Recognition
Advancement
Job Itself
Learning at work place
Pay and Benefits
Vertical Progression
Growth
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Appendix B: Glossary
Advancement: Promotion to a higher level, place, rank, status or dignity.
Behaviour: A response or being acted in a given situation of an individual or group.
Career Priority: In career occupation which thing is to be prioritized first?
Career Success: Something which individual desired and achieved in his/her career and become
succeeded
Career: Career as the desirable result at some point in individual’s work experiences over time
Challenging/Interesting Work: The interesting situations or demanding tasks at work place in
which employee enjoys while working.
Comfort zone: Either of minimum or maximum exposure or risk within which an entity can
operate without coming under undue stress.
Emotion: feeling arising as result of experience from external environment and self awareness.
Emotional Intelligence: Emotional Intelligence can be defined as a capacity or competence to
recognize, judge, and handle the emotions of one's self, and of others.
Growth: Employee growth means employees circle of socializes, knowledge, skills and abilities
are going to be expanded and enhance their competencies to face new situations.
Intelligence: Intelligence is to measure people cognitive abilities.
Job Security: Job security is an employee's assurance or confidence towards their current job.
With high job security employee achieved satisfaction and low chances of losing their job.
Learning at Work place: Formal and Structured learning at work place is a proper way of
learning to develop and recognize employees' skills and knowledge.
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Objective Success: Objective career as the one which is easily visible, quantifiable and
demonstrable in term of promotions, compensation and position.
Pay and Benefits: Pay for work and performance includes money that is provided in the short
term e-g, weekly, monthly, annually. The indirect or non-cash compensation is paid to employee
is called Benefits.
Promotions: Development and progression of an employee from one job title to another job title
with a higher salary range, a higher level of job position, and, often, more and higher level job
responsibilities, is called a promotion.
Recognition: The act of being recognized or communication between all levels of management
and employees which helps them for reaching specific goals or producing high quality results in
the workplace.
Relationship management: Relationship management which entails the ability to inspire,
influence, and develop others while managing conflict.
Relationship with boss/peers: Being a strong and effective employee of a Firm, employee
needs to develop skills in managing up relations with super ordinate, sub ordinate and with other
managers. Communication and interaction with others is an expensive but valuable reward, so in
this way strong relationship builds between employee’s boss/peer.
Salary and Benefits: Salary is a fixed amount of money which is paid to an employee by an
employer in return for work performed and In general, indirect, non-cash compensation and
reimbursement paid to an employee is called Benefits.
Environment/Working Conditions: All existing conditions and circumstances affecting labour
at the work place, including job hours, physical , legal, mental aspects and responsibilities.
Self Development at Work: Self-development is bringing out latent qualities of an individual a
set of activities, tasks and study that an employee undertakes at work place and he strives to
improve his self knowledge.
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Self Improvement: Improvement of one's condition towards perfection through one's own
efforts.
Self-management: Involves controlling one's emotions and impulses and adapting to changing
circumstances.
Social-awareness: Includes the ability to sense, understand, and react to other's emotions while
comprehending social networks.
Socialize: Relating to society in which people learn from others.
Subjective Success: Subjective career success deals with personal factors such as job
satisfaction, self-awareness, flexibility, and learning.
Vertical Progression: Vertical progression arranges the standards in ascending steps in order by
grade level and content type.
Work-Life Balance: Work-life balance is about effectively managing the time, juggling acts
between paid work and other activities that are important to us in our daily life - including
spending time with family, taking part in extracurricular activities, volunteering or undertaking
further study.
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