Emotional Intelligence Thesis Report

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


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


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.


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.


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

6


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.

7


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

8


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).

9


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

10


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).

11


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.

12


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

13


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

14


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.

15


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


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


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


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


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


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


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


Emotional Intelligence Level

68 68 66 68

5

25

45

65

85

Emotional Intelligence with varying Experience Level

25


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


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


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


Figure 4-11: Career Success level of Respondents with varying Experience

2-5 years 5-8 years 8-11 years Over 11 years


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


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


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


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


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

REFERENCES

Arthur, M. B., & Rousseau, D. M. (1996). The boundary less career: A new employment principle for a

new organizational era. Oxford University Press. New

York.<http://www.oup.com/us/catalog/general/subject/Business/Management/HumanResources/?

view=usa&ci=9780195100143> [Accessed 16 August, 2011]

Arthur, M. B., Khapova, S. N., & Wilderom, C. P. M. (2005). Career success in a boundary less career

world [pdf]. Journal of Organizational Behavior. www.ncyu.edu.tw/files/list/gcweb/1. 楊育儀老師

_CareerSuccess.pdf> [ Accessed 16 august,2011]

Barley, S. R. (1989). Careers identities, and institutions: the legacy of the Chicago School of

Sociology. In Arthur, M.B., Hall, D.T., & Lawrence, B.S. ed. Handbook of career theory. New York:

Cambridge University Press. <http://books.google.com.pk/books?

hl=en&lr=&id=kPLvB0lzlRkC&oi=fnd&pg=PA41&ots=oj71P8LE&sig=RbBR_to3goVBG4ZfEER8DjVUByk

#v=onepage&q&f=false> [Accessed 16 August,2011]

Bar-On, R. (2006).The Bar-On model of emotional-social intelligence (ESI). Consortium for Research

on Emotional Intelligence in Organizations, vol.18. <http://www.eiconsortium.org/reprints/bar-

on_model_of_emotional-social_intelligence.htm> [Accessed 18 September, 2011]

Bradshaw, J. (2011). University education no guarantee of earnings success. Globe and Mail Update.

[Online] 25 September. Available at

http://www.theglobeandmail.com/news/national/education/universitynews/university-education-

no-guarantee-of-earnings-success/article2179803/ [Accessed 12 October 2011].

Briscoe, J. P., & Hall, D. T. (2006). The interplay of boundary less and protean careers: Combinations

and implications [pdf]. Journal of Vocational Behavior.

<www.choixdecarriere.com/pdf/5873/Briscoe-2006.pdf>[Accessed 1 September, 2011]

Briscoe, J. P., Hall, D. T., & DeMuth, R. L. F. (2006). Protean and boundary less careers: An empirical

exploration [pdf]. Journal of Vocational Behavior.

<www.unizar.es/proactividad/articulos/articulo9.pdf> [Accessed 1 September, 2011]

35

Brown, C., George-Curran, R. & Smith, M.L. (2003). The role of emotional intelligence in the career

commitment and decision- making process. Journal of Career Assessment, vol.11, no.4.

<http://jca.sagepub.com/content/11/4/379.abstract> [Accessed 17 September, 2011]

Chatman, J. (1991). Matching People and Organization: Selection and Socializing in Public Accounting

Firm. North-western University. <http://www.jstor.org/pss/2393204> [Accessed 17 September,

2011]

Edwin, H. (2001).Human Resources and Labor Relations.

National Career Development Association.<http://www.freepatentsonline.com/article/Career-

Development Quarterly/72703618.html> [Accessed 17 September,2011]

Encyclopedia. (2011). Theory of Multiple Intelligence.

<http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences> [Accessed 2 October, 2011]

Goleman, D. (1998). Working with emotional intelligence [E-Book].<

http://www.google.com.pk/search?

q=working+with+emotional+intelligence+by+Goleman&btnG=Search+Books&tbm=bks&tbo=1>

[Accessed 11 August, 2011]

Gosling, M. (2006). Measuring emotional intelligence of managers in Singapore and the application

of emotional intelligence for individual and organization effectiveness [pdf]. School of Management,

PhD thesis, University of South Australia.

<www.goslings.net/pdf/Dr_Mike_Gosling_Doctoral_Thesis_2006.pdf> [Accessed 05August2011]

Granovetter, M., (1973). Strength of Weak Ties. American Journal of Sociology. [Abstract only].

Available through Journal Storage. <http://www.jstor.org/pss/2776392> [ Accessed 23

October,2011]

Hall, D. T. (1996). Protean careers of the 21st century. Academy of Management Executive. <

http://www.jstor.org/pss/4165349> [Accessed 20 August,2011]

Hall, D. T., & Chandler, D. E. (2005). Psychological success: When career is calling. Journal of

Organizational Behavior. <http://www.jstor.org/stable/pdfplus/4093976.pdf?acceptTC=true>

[Accessed 20 September, 2011]

36

Hall, D. T., & Moss, J. E. (1998). The new protean career contract: Helping organizations and

employees adapt. Organizational Dynamics. <http://psycnet.apa.org/psycinfo/1997-39006-001>

[Accessed 5 august, 2011]

Hall, D., T. (2004). Protean Career. Available through: Sloan Work and Family, Research Network.

http://wfnetwork.bc.edu/encyclopedia_entry.php?id=249 [Accessed 3 October, 2011]

Hansen, M., (1999). The Search-Transfer Problem: Role of Weak Ties in Sharing Knowledge across

Organization Subunits. Administrative Science. [Abstract only]. Available through Journal Storage. <

http://www.jstor.org/pss/2667032> [ Accessed 25 October, 2011]

Heslin, P. A. (2005). Conceptualizing and evaluating career success. Journal of Organizational

Behavior. <http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1150885> [Accessed 5

August,2011]

Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work

environments [pdf]. Odessa, FL: Psychological Assessment Resources.

<http://www.etd.lib.ttu.edu/theses/available/etd-08252008.../31295012500590.pdf> [Accessed 25

August,2011]

Hughes, E. C. (1937). Institutional office and the person. American Journal of Sociology.

<http://www.jstor.org/pss/2768627> [Accessed 5 September,2011]

Hughes, E. C. (1958). Men and their work. Glencoe, IL: Free Press.

<http://www.archive.org/details/mentheirwork00hugh>[accessed 21 September,2011]

Introduction to Emotional Intelligence. [online] http://eqi.org/history.htm[ Accessed 2 September,

2011]

Jordan, P.J., Ashton-James, C.E., Ashkanasy, N.M. (n.d.). ‘Evaluating the Claims: Emotional

Intelligence in the Workplace’. K.R.Murphy ed.2006. A Critique of Emotional Intelligence, What are

the Problems and How they be fixed? [e-book].Lawrence Erlbam Associates. New Jersy. <

http://books.google.com.pk/books?id=cxIk1DSdEAoC&dq=isbn:0805853189 > [Accessed 5

August,2011]

37

Lawrence, B. S. (1984). Age grading: the implicit organizational timetable [pdf]. Journal of

Organizational Behavior. <www.onlinelibrary.wiley.com/doi/10.1002/job.4030050104/pdf>

[Accessed 15 September,2011]

Lawrence, B. S. (1996). Organizational age norms: why is it so hard to know one when you see one.

The Gerotontologist. <http://gerontologist.oxfordjournals.org/content/36/2/209.abstract>

[Accessed 5 August,2011]

Mayer, J. D., Roberts, R. D. & Barsade, S. G. (2008). Human abilities: emotional intelligence –

Emerging research in emotional intelligence [pdf]. Annual Review of Psychology, Vol. 59.

<http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints...EI%20Proper/

EI2008%20MayerRichardsBarsade%202008%20Draft%20Preprint.pdf> [Accessed 20 September,

2011]

Mayer, J.D. & Salovey, P. (1997). What is emotional intelligence? Emotional development and EI:

Educational implications. New York.

<http://www.unh.edu/emotional_intelligence/ei%20Reprints/EIreprints%201990-1999.htm>

[Accessed 20 September,2011]

Mayer, J.D., Caruso, D.R. & Salovey, P. (1999). Emotional Intelligence Meets Traditional Standards for

an Intelligence [pdf]. Intelligence, vol.27, no.4.

<www.unh.edu/emotional.../EmotionalIntelligenceProper/> [Accessed 20 september,2011]

Mayer, J.D., Salovey, P. & Caruso, D.R. (2000). Models of emotional intelligence. Handbook of

intelligence. Cambridge University Press. <http://www.unh.edu/emotional_intelligence/ei

%20Reprints/EIreprints%202000-2002.htm> [Accessed 20 September, 2011]

Mayer, J.D., Salovey, P. (1990). Emotional Intelligence [pdf]. <www.unh.edu/.../EI1990%20Emotional

%20Intelligence.pdf> [Accessed 20 September, 2011]

Mayer, J.D., Salovey, P., Caruso, D.R. & Sitarenios, G. (2001). Emotional intelligence as a standard

intelligence. Emotion. <http://www.unh.edu/emotional_intelligence/ei%20Reprints/EIreprints

%202000-2002.htm> [Accessed 22 September, 2011]

Nevitt, S. (1967). Education for Individual Development. New Dimension in Higher Education [pdf].

Duke University, Durham. North Carolina. <http://www.eric.ed.gov/PDFS/ED013353.pdf> [Accessed

16 September 2011]

38

Overview of Career Development Theories [pdf]. <

extension.psu.edu/workforce/briefs/overviewcareerdev(insert).pdf> [Accessed 10 August, 2011]

Oxford Online Dictionary. http://oxforddictionaries.com/definition/success &

http://oxforddictionaries.com/definition/career [Accessed 20 October, 2011]

Parsons, F. (1909). Choosing a vocation. Boston, MA: Houghton Mifflin.

<http://www.archive.org/details/choosingvocation00parsiala> [ accessed 15 August,2011]

Patton, W., & Lokan, J., (2001). Perspectives on Donald Super's Construct of Career Maturity

[pdf]. International Journal for Educational and Vocational Guidance.

www.choixdecarriere.com/pdf/5873/54.pdf [Accessed 25 October, 2011]

Patton, W., & McMohan, M., (2006). Career Development and Systems Theory [pdf]. 2nd ed. Sense

Publishers, Rotterdam.< http://www.sensepublishers.com/catalog/files/90-77874-13-5.pdf>

[Accessed 10 September 2011]

Ruth, K., Wanberg, Connie R., Kantrowitz, & Tracy M. (2001). Job search and employment: A

personality–motivational analysis and meta-analytic review. Journal of Applied Psychology. [Abstract

only].American Psychological Association. http://psycnet.apa.org/journals/apl/86/5/837/ [Accessed

15 October, 2011]

Savickas, M. (1997). The Career Development [pdf]. Ohio National Career Development Association.

< http://www.choixdecarriere.com/pdf/5873/Savickas-1997.pdf> [Accessed on 24 October 2001]

Seibert, S. E., Kraimer, M. L., & Liden, R. C. (2001). A social capital theory of career success. Academy

of Management Journal. <http://www.jstor.org/pss/3069452> [Accessed 13 September,2011]

Senghas, S. (2007), Using the Ginzberg Theory of Occupational Choice to Determine your Career

Path.

< http://www.associatedcontent.com/article/308200/using_the_ginzberg_theory_of_occupational_

pg2.html?cat=4 > [Accessed 17 October 2011]

Sorrensen, K.L., (2005). Predictor of Objective and Subjective Career Success: A Meta Analysis.

University of Georgia, Athens. <

39

http://www.psychologie.uni-mannheim.de/cip/Tut/seminare_wittmann/meta_fribourg/sources/

Meta_obj_subj.pdf> [Accessed 24 October, 2011]

Stebbins, R. A. (1970). Career: the subjective approach. Sociological Quarterly.

<http://www.jstor.org/pss/4105274> [Accessed 5 August,2011]

Stys, Y., & Brown, S.L. (2004). A Review of the Emotional Intelligence Literature & Implications for

Corrections, Research Branch, Correctional Service of Canada. <

http://www.csc-scc.gc.ca/text/rsrch/reports/r150/r150-eng.shtml> [Accessed 29 July 2011]

Sullivan, S. E. (1999). The changing nature of careers: a review and research agenda [pdf]. Journal of

Management. <www.choixdecarriere.com/pdf/6573/Sullivan(1999).pdf> [Accessed 5 August,2011]

Thorndike, E. L. (1934). Prediction of vocational success. Oxford University Press, New York.<

http://onlinelibrary.wiley.com/doi/10.1111/j.2044-8279.1935.tb03257.x/abstract> [Accessed 11

September,2011]

Urs, G. & Laurie, L., (1989). Predictors for Career Achievement in the Corporate Hierarchy [pdf].

Canada Employment and Immigration Commission, Ontario.

<http://www.eric.ed.gov/PDFS/ED311352.pdf> [Accessed 21 October 2011]

Zeidner, M., Matthews G., & Roberts, R. (2004). Emotional intelligence in the workplace: A critical

review. Applied Psychology: An International Review

40

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)


3. I am clear where exactly I want to be within the next five years.

(1) (2) (3) (4) (5)


4. I can easily identify, where I become defensive.

(1) (2) (3) (4) (5)


5. I seek information about my strengths and weakness from others as basis for self improvement.

(1) (2) (3) (4) (5)


6. When I think of what really drives me and motivates me, I sometimes feel confused.

41

(1) (2) (3) (4) (5)


7. When I am wrong, I am not afraid to admit it.

(1) (2) (3) (4) (5)


8. I have well developed set of professional standards and principles that guide my behavior.

(1) (2) (3) (4) (5)


9. I have sense to cope with situations that are ambiguous and uncertain

(1) (2) (3) (4) (5)


10. I feel uneasy when I am expected to share my emotions.

(1) (2) (3) (4) (5)


11. I am able to control bad mood when necessary.

(1) (2) (3) (4) (5)


12. I seldom, feel angry/depress/anxious without knowing the reason.

(1) (2) (3) (4) (5)


13. When I talk to someone, I try to put myself in his/her shoes.

(1) (2) (3) (4) (5)


14. I care how other s might get affected by my words and actions.

(1) (2) (3) (4) (5)


15. During conversation I feel disconcerted over what others contribute.

(1) (2) (3) (4) (5)

42


16. I am at ease with people whom I don’t know.

(1) (2) (3) (4) (5)


17. I am feeling comfortable in dealing with people.

(1) (2) (3) (4) (5)


18. I feel uncomfortable in situations when I an expected to socialize.

(1) (2) (3) (4) (5)


19. People know what I can offer to them.

(1) (2) (3) (4) (5)


20. I can get the things done by using my network.

(1) (2) (3) (4) (5)


21. I understand difference between different networks.

(1) (2) (3) (4) (5)


22. I move out of my comfort zone to develop new relations.

(1) (2) (3) (4) (5)


23. I use technology to communicate the people who could be helpful in meeting my career goals.

(1) (2) (3) (4) (5)


24. I make sure to get some time to develop new relation and manage network.

(1) (2) (3) (4) (5)


43

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

44

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

45

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.

46

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.

47

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.

48

Emotional Intelligence Thesis Report

Documents

bank alfalah

allied bank

united bank

faysal bank

cambridge

oxford university

habib bank

life rainbow