What is the relationship between emotional intelligence and job performance quizlet?
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Recommended textbook solutionsHDEV56th EditionSpencer A. Rathus 380 solutions Myers' Psychology for AP2nd EditionDavid G Myers 900 solutions Consumer Behavior: Buying, Having, Being13th EditionMichael R Solomon 449 solutions Social Psychology10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson 525 solutions Recommended textbook solutionsHDEV56th EditionSpencer A. Rathus 380 solutions Social Psychology10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson 525 solutions Consumer Behavior: Buying, Having, Being13th EditionMichael R Solomon 449 solutions Psychology1st EditionArlene Lacombe, Kathryn Dumper, Rose Spielman, William Jenkins 580 solutions Observation (Simply watch SMEs perform their jobs and take notes) Interviews: (Incumbent, Supervisor, Most effective when based on observation, other analyses of related jobs, prior discussion with related personnel) Questionnaires/Surveys: (SMEs are asked to rate behaviors/attributes on: e.g., importance, frequency, needed at entry. Can be statistically analyzed to provide objective record) Critical Incidents & Work Diaries (SMEs are asked about the critical aspects of performance in a job. This information is primarily based on SMEs recalling specific incidences of outstanding or poor performance) emotional intelligence set of abilities that includes abilities to perceive emotions in self and others, use emotions to facilitate performance, understand emotions and emotional knowledge and regulate them in self and others. compensatory effect might explain why EI predicted job performance in some past studies but not in others, depending on the individual's ability compensatory model Cognitive intelligence moderates the association between EI and job performance so that the association becomes more positive when cognitive intelligence decreases. · low cognitive intelligence might attain good job performance through complementary mechanisms through EI Mayer and Salovey's EI model 1) ability to perceive emotions EI meets the criteria of intelligence o Conceptual: strict focus on abilities not personality general intelligence ("g") general efficacy of intellectual processes, subsumes several sets of abilities that represent specializations of general intelligence into broad content or process areas in ways that reflect learning and experience. EI specialization of general intelligence in area of emotions cognitive intelligence specialization of general intelligence in area of cognition Expertise at identifying and understanding emotions: accurate detection of other's emotions can turn into high task performance and frequent OCB. Regulating emotions-Social relationships abilities to manage emotions Effects of emotions on how people think and act: understand that anger leads to underestimation of risk might help task performance, understanding that motivation is enhanced by positive emotions might engage more in OCB. hypotheses
1. The association between emotional intelligence and task performance becomes more positive as cognitive intelligence decreases. 2. The association between emotional intelligence and organizational citizenship behavior (OCB) becomes more positive as cognitive intelligence decreases. participants & procedure · 175 full-time university employees, M(age) = 41, measures - Emotional Intelligence: - Cognitive Intelligence: Culture Fair Intelligence Test, Scale 3, Form A (50 items, 4 sub-sets) - Job Performance: five-item scale adapted from McCarthy and Coffin (2001) to assess task performance & 16-item scale from Lee and Allen (2002) to assess organizational citizenship behavior (OCB) control variables psychological: demographic: OCBI organizational citizenship behavior OCBO organizational citizenship behavior results Hypothesis 1 confirmed Hypothesis 2 confirmed for OCBO Mediator Analysis · No evidence that leader-member exchange mediated the associations of EI, CI and JP. Article by Côté · EI & CI are compensatory with respect to task performance and OCBO Reconciliation of past
findings Future Implications · Use of other measures than the supervisory ratings · Alternative explanations: Schmidt & Hunter Aim of the review: show that GMA predicts occupational level
attained and job performance/job training within the occupation. GMA and Attainment of Occupational Level Schmidt & Hunter - Occupational level ratings show high correlations with average GMA scores GMA and Attainment of Occupational Level Schmidt & Hunter - Higher GMA > higher job hierarchy Wonderlic Personnel Test most used selection test on GMA- Situational specificity Theory of GMA GMA can predict job performance in some job settings but failed to do so for an apparent same job at another setting. o Disconfirmation: methodological restrictions created the variability > after correction no variation in validity was evident > GMA is predictive of job performance for all jobs GMA & job complexity - Hunter (civil study) showed that GMA predicts performance on higher level jobs better than it does for lower level jobs. military studies Project A & Air-force studies reported that GMA predicted job performance (validities around .63) training programs higher validity of GMA as a predictor of performance in training programs than in job performance, which is higher for military jobs specific aptitude theory Performance on different jobs requires different cognitive aptitudes and as a result including specific aptitudes in regression equations will help to improve the prediction job performance and training. >> disconfirmed job experience Job experience is important for job performance but individual differences in learning (that determines experience) are also important. Ackerman's theory inconsistent task (complex) do not improve with experience because they occupy cognitive resources so they constantly correlate with GMA; consistent tasks (simple) become automatic, do not require cognitive abilities and therefore not strongly correlate with GMA after years of experience murphy's maintenance stages based on Ackerman's theory > supported a decline in GMA's predictive validity when job tasks are well learnt. (has been disproved) o Schmidt
& Hunter: compared military occupations of ppl with high and low GMA on job knowledge, objectively measure performance and ratings (5years) Ability Differences over time · job performance
overall is a complex task that requires cognitive abilities/resources > GMA still correlates strongly with job performance Predictive validity of Experience for Performance experience differences become important as workers become more experienced Disconfirmed! · GMA constant or increased correlation with performance throughout life, experience-performance correlation decreases with years of experience personality and job performance Personality is less important that GMA · Big 5 studies (Judge) > Conscientiousness, Openness and Neuroticism were correlated with occupational level and income o After creating a joint variable of career success > conscientiousness was found to be the most important variable and neuroticism was found to have a very small impact conscientiousness predicts performance (higher validity when others' reports are used) and performance in training GMA & Conscientiousness best validity Agreeableness and Extraversion sporadically valid Integrity tests (measure Conscientiousness) considered to be valid for all jobs, better than Conscientiousness alone, but still smaller than GMA why GMA is important For the Acquisition of job knowledge Theory: Job knowledge is the major mediating link between GMA and performance · Direct effect of GMA on performance is smaller than the Indirect effect of GMA on performance through knowledge Conclusion GMA predicts occupational level, income and job performance & training Personality traits can affect occupational level and performance but not as strongly as GMA Specific aptitudes do not predict performance better than GMA Job experience is not a better predictor of job performance than GMA and declines over time The relation between emotional intelligence and job performance: A meta-analysis (O'Boyle, Humphrey, ... ) Aim 1. Extend these prior studies by testing whether EI accounts for unique variance in predicting job performance above and beyond the Five-Factor Model (FFM) and cognitive ability 2. Compare how these different methods of measuring and conceptualizing EI predict job performance. what's new in the meta-analysis (O'Boyle, Humphrey, ... ) 1. Larger number of studies to increase reliability of incremental validity point estimates Three Streams of Emotional Intelligence Research 1) A four-branch abilities test based on the model of EI by Mayer and Salovey 2) Self-report instruments base on the model of Mayer & Salovey 3) Commercially available tests beyond the M & S definition = mixed model (traditional social skill measures and EI measures) >> it's important to test for correlations of each stream with personality 1st stream · designed tests to avoid overlap, narrow measures of EI- some overlap is reasonable if not excessive o MSCEIT > more pure measure of EI but it might correlate with cognitive abilities; moderate correlation might show that EI is a form of intelligence o In order to use it > add incremental validity to job performance beyond GMA measures 2nd stream · EI researchers prefer self-reports because the responders can actually experience the emotions they have to respond to o More correlated than stream 1 with personality because FFM also uses self-reports, less correlated than stream 3. 3rd stream · overlap with personality - one of the main criticisms of EI- inclusion of broader measures o Excellent job at prediction > they capture more variance Hypothesis 1a As a set, collectively, all three EI streams are significantly and positively correlated with job performance. >> supported Hypothesis 1b Individually, each EI stream is significantly and positively correlated with job performance. >> supported Hypothesis 2 EI is positively related to extraversion, openness, agreeableness, conscientiousness, and cognitive ability and negatively related to neuroticism. >> supported Hypothesis 3a Stream 1 measures of EI are more strongly related to cognitive ability relative to stream 2 and stream 3 measures. >> supported Hypothesis 3b Stream 1 measures will show the lowest relationships with personality measures, stream 2 measures the next lowest, and stream 3 measures the highest relationships with personality measures. >> supported Hypothesis 4 In the presence of the FFM and cognitive ability, each EI stream exhibits incremental validity and relative importance in predicting job performance. >> only supported for stream 2/3, stream 1 adds only modest (0.4) validity Overall results of the EI-job performance relation (Meta-Analysis; O'Boyle, Humphrey, ... ) · Overall relation between EI and job performance is positive and significant (1a supported) EI streams and individual differences tests of heterogeneity · All three streams of EI predict job performance at roughly equivalent levels and provides support for Hypothesis 1b. EI and individual differences · All three EI streams are positively related to extraversion, openness, agreeableness, conscientiousness, and cognitive ability, and negatively related to neuroticism (support of hypothesis 2) · With one exception (out of 18 comparisons), EI relates to general intelligence and the FFM similarly for both students and workers · Different relations of the three streams with FFM and cognitive ability > contradicting that various EI measures assess the same construct · Stream 1 > strongest relationship with Cog. Ability, lowest with FFM (3a, 3b) Results of the incremental validity tests · Cognitive ability & FFM > 42.3 % of JP variance- only cognitive ability and conscientiousness were significant · Stream 1 > increase of 0.4 % -modest increase Support of the incremental validity of streams 2 and 3 but questionable for stream 1 > hypothesis 4 only partially supported! Results of dominance analysis of EI · Stream 1 > small but contributing relative importance to the model compared to FFM and cognitive ability Hypothesis 4 was supported since all three streams, varying in magnitude contributed relative importance for predicting job performance > they provide more explanatory power above and beyond FFM and cognitive ability in job prediction EI is not a single most important predictor but it is different to personality and cognitive ability publication bias No or minimal bias > no bias from the funnel plot for streams 1 & 3, some asymmetry for stream 2 but when corrected the correlation was very minimally reduces. Discussion (Meta-Analysis; O'Boyle, Humphrey, ... ) · EI correlated with job performance In general: findings support EI as an important work-predictor and offer a contrasting view to the fact that FFM and cognitive ability explaining enough variance Limitations
& Future Directions · Limited moderators mentioned > focus on context is needed Conclusion · All streams contributing to performance o This study found incremental predictability of stream 1 (even though incremental validity did not increase variance explained, the dominance analysis was enough to constitute it a predictor) · Implications: Stream 1 best for hiring and scholars, streams 2 and 3 are
important to distinguish EI from other concepts - research use, stream 3 with great predictive value are important for practitioners and theorists Leadership is: · Process of social interaction predicts leader's ability Emotional intelligence and leadership effectiveness Focus on the relationship between managerial EI and team performance outcomes in a real workplace setting EI is an important determinant of effective leadership · High EI individuals are more flexible and build supportive social networks Emotional intelligence and leadership effectiveness Method Participants: 38 supervisors, 1258 employees from one organization, age 24-62 MSCEIT Procedure: MSCEIT Measures overall EI and their ability levels in relation to the four branches 1) Perceiving emotions: face tasks and picture tasks Scores: Experiential (EEI) and Reasoning (REI) Weakness in the distribution: high scorers close to adequate scorers Leadership effectiveness Attitude surveys constructed by a third-party consultancy for this organization. Eliminates non-responding biases Emotional intelligence and leadership effectiveness Results A number of positive correlations were found between MSCEIT and supervisory ratings (expt. managing emotions) Understanding and managing emotion was not significantly related with supervisory ratings · Total EI > strong positive correlation with supervisory ratings (15.2% of explained variance) Experiential EI Perceiving + Using emotions Reasoning EI Understanding + Managing emotions perceiving emotions Supervisors who are adapt at perceiving emotions are seen as more effective in their supervisory role 18.5 % of variance, high positive correlation using emotions Has the greatest significance of all the branches on supervisor ratings Perceiving and using emotions > greatest overall impact understanding emotions Non-significant positive correlation with supervisory ratings > emotional understanding of supervisors has little effect on the effectiveness Managing emotions Non-significant and opposite direction (negative) than expected. Close to self-reports > similar criticisms Emotional intelligence and leadership effectiveness Conclusion · Overall results suggest that EI can be a key determinant of effective leadership What is the relationship between emotional intelligence and job performance?Findings: Employees with high EI are said to have better working relationships with other employees and they reflect higher integrity (Rosete, Ciarrochi, 2005) because they can foster better and positive interactions which thereby lead to better performance (Wong, Law, 2002; Dhani, Sharma, 2016). What is the relationship between emotional intelligence and job performance quizlet?Emotional intelligence is a more important determinant of job performance for people with lower levels of cognitive intelligence. The ability to choose the right action quickly in response to several different signals is called control time. What is the correlation between intelligence and job performance quizlet?There is no correlation between intelligence and job satisfaction. Physical ability is capacity to perform tasks demanding stamina, dexterity and similar characteristics. What is the definition of emotional intelligence quizlet?Emotional intelligence (Thorough Definition) The ability to accurately perceive your own and others' emotions; to understand the signals that emotions send about relationships; and to manage your own and others' emotions. What is the relationship between emotional intelligence and job performance?Emotional Intelligence is a Personal psychological resource in predicting Humans performance. The result of previous studies also shows that emotional intelligence is an important predictor in improving job performance. Some Studies related to Police Officers (Brunetto et al.
What is the relation between emotion and intelligence?Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition.
How does emotional intelligence EQ relate to job status and performance quizlet?EQ affects our ability to use emotions in relating to others at work and in our personal lives. Important criteria for professional success in any field are the "people" skills that are derived from understanding our emotions and responses to working with others.
What is the relationship between emotional intelligence and motivation?The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation.
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