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- What is the relationship between emotional intelligence and job performance?
- What is the relationship between emotional intelligence and job performance quizlet?
- What is the correlation between intelligence and job performance quizlet?
- What is the definition of emotional intelligence quizlet?
HDEV5
6th EditionSpencer A. Rathus
380 solutions
Myers' Psychology for AP
2nd EditionDavid G Myers
900 solutions
Consumer Behavior: Buying, Having, Being
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449 solutions
Social Psychology
10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson
525 solutions
Recommended textbook solutionsHDEV5
6th EditionSpencer A. Rathus
380 solutions
Social Psychology
10th EditionElliot Aronson, Robin M. Akert, Timothy D. Wilson
525 solutions
Consumer Behavior: Buying, Having, Being
13th EditionMichael R Solomon
449 solutions
Psychology
1st 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
2] use emotions to facilitate performance
3]
understand emotions and knowledge and
4] regulate emotions.
EI meets the criteria of intelligence
o Conceptual: strict focus on abilities not personality
o Correlational: EI correlates but is still different from other intelligences
o Developmental: improves over time [older ppl score better on EI]
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
> good social relationships that helps both task performance and OCB.
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
[article by Côté]
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
[article by Côté]
· 175 full-time university employees, M[age] = 41,
67% female, average of
19y experience
· Covers many occupations e.g. business and financials, ground cleaning etc.
· Representative of the organization except from education and average age
· Recruitment: email, permission from supervisor and monetary incentive > response rate of 23% [205]
· Data collection: i] 100-min session where the participants completed different tests and questionnaires, ii] e-mail to the supervisor after one week who completed a job performance online questionnaire [175
assessments]
measures
[article by Côté]
- Emotional Intelligence:
MSCEIT -141 items on emotional intelligence
>> This test reduces problems with self-reports and peer-reports, has high test-retest reliability, high validity [discriminant w/ personality traits and criterion with social interaction]
- Cognitive Intelligence: Culture Fair Intelligence Test, Scale 3, Form A [50 items, 4 sub-sets]
>> Internal reliability,
validity, correlation with other tests
>> Predicts job outcome, memory performance and processing speed
- 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]
>> Supervisory ratings = valid, less leniency error
control variables
[article by Côté]
psychological:
leader-member exchange [quality
of relationship], interaction between CI and leader-member exchange, Big Five
demographic:
education level, number of hours worked/week and occupation.
OCBI
organizational citizenship behavior
individual directed [e.g. helping out your coworker]> directed towards coworkers],
OCBO
organizational citizenship behavior
organizational direction [more general towards the organization, e.g. doing extra
cleaning] > directed towards organizational goals
results
[article by Côté]
Hypothesis 1 confirmed
· EI & Task performance: positive & significant for CI below the mean
· Non-significant when CI above the mean
Hypothesis 2 confirmed for OCBO
· Positive and significant relationship when CI below the mean and not significant above the mean
· This was not confirmed for OCBI
Mediator Analysis
[article by
Côté]
· No evidence that leader-member exchange mediated the associations of EI, CI and JP.
· No evidence that the Big Five traits mediated the associations
· No evidence that emotional intelligence and cognitive intelligence predicted performance differently in jobs with different emotional demands
Article by Côté
· EI & CI are compensatory with respect to task performance and OCBO
Reconciliation of past
findings
· EI is important predictor of job performance in a different way than the linear effect > not relying only on CI tests
· OCBI was not supported maybe because it does not reflect only abilities but personality as well
Future Implications
Article by Côté
· Use of other measures than the supervisory ratings
· Alternative explanations:
o Low CI = more likable [not true], need for direct test of supervisor's liking
o Impression
management = focus on its role in the association
o Future focus on whether EI helps them reach high social network positions
o Conflict management
o Emotional cognition
o Job's nature > more complete measures on emotional demands
· Disadvantages of EI measures: might not reflect real-life processing, requires cognitive abilities [not very problematic], self-reports
Schmidt & Hunter
Aim of the review: show that GMA predicts occupational level
attained and job performance/job training within the occupation.
· Show that other individual differences are weaker than GMA on occupational level and job performance.
· Describing a theory that explains these differences
· GMA = general intelligence
GMA and Attainment of Occupational Level
Cross-sectional studies
Schmidt & Hunter
- Occupational level ratings show high correlations with average GMA scores
- Individual level
correlations are not that large
- Military findings showed an increase in mean GMA as level of occupation increased
- Low level occupations can include high-scorers BUT low GMA scorers find it hard to enter high level occupations
- Upper end of GMA > similar across jobs,
Lower end > increases with increasing occupational level: minimum GMA requirements for higher level occupations
GMA and Attainment of Occupational Level
Longitudinal studies
Schmidt & Hunter
- Higher GMA > higher job hierarchy
- GMA exceeding job's complexity level > upper mobility, Complexity exceeding GMA > down mobility
- GMA as income predictor was confirmed by sibling studies for high and low SES
- GMA in childhood > adult occupational level and income [moderate correlations]
- The choice of occupation is predicted by interests but they are not valid predictors of performance
Wonderlic Personnel Test
most used selection test on GMA-
10min test of 50 free-response items on verbal, quantitative & spatial material.
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.
o There is substantial validity for all job levels. In particular, GMA predicts performance even for the simplest 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
- Military study in four large
samples by Hunter > GMA was the only causal model predicting training performance in all four samples
- GMA was the cause of specific aptitudes that were in turn causing specific subsets of ASVAB
job experience
Job experience is important for job performance but individual differences in learning [that determines experience] are also important.
· GMA > experience into knowledge > higher performance
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]
→ For all three constructs, there were constant differences between the two groups over the years [larger for the first two, smaller for ratings]
o McDaniel: as level of experienced increased the GMA predictive validity did not decrease and even increased.
Ability Differences over time
Conclusion
· job performance
overall is a complex task that requires cognitive abilities/resources > GMA still correlates strongly with job performance
· Job knowledge = mediator NOT a moderator
Predictive validity of Experience for Performance
Hypothesis
experience differences become important as workers become more experienced
Disconfirmed!
· Differences are important in the first years of new employment [0-3y] and this correlation between experience and job
performance drops as the years in the job increase [.15 for 12y]
· Conclusion: The relationship is similar to other learning curves it is non-linear and monotonic
· 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
o Direct and Indirect effects-goal setting & commitment- on job performance > motivational
contributor
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
> more knowledge and faster >
higher performance
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
Schmidt & Hunter
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
2. Use of the recent meta-analysis to obtain estimates on relationships like CI-JP
3. Use of the three streams of EI research by Ashkanasy and Daus [2005]
4. Test the relationship of the streams with personality
[FFM] and cognitive ability
5. Use of new statistical technique: dominance analysis
6. Publication Bias Testing
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
o The
problem is that is difficult to determine how much is explained by EI and by other components
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
> partially supported
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]
Maybe there are potential moderators, but the interval test showed no moderators
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]
· Stream 3 > strongest relationship 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
· Stream 2 > additional 5.2 %
· Stream 3 >
additional 6.8%
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
· Stream 2 > small to moderate contribution of relative importance next to cognitive ability
· Stream 3 > similar results to stream 2
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
· Streams 2 and 3 incrementally predicted job performance over and above cognitive intelligence and FFM
· Dominance analysis showed that all three streams had substantial relative importance in the presence of FFM and cognitive intelligence
· Stream 1 more related to cognitive intelligence >
supporting EI as intelligence form
· Stream 1 > lowest correlation with Big 5
· Stream 3 is different to stream 1 in cognitive intelligence and all five personality traits which is consistent with the definition
· Stream 2 different from 3 in two traits which support their distinction
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
[Meta-Analysis; O'Boyle, Humphrey, ... ]
· Limited moderators mentioned > focus on context is needed
· Restriction to task performance > examine the holistic view [OCB included]
· Range restriction [biased effect sizes]
· Incorporation of EI in job selection
· Variation of EI, CI and personality contributions among jobs [emotional labor, caring profession, social control]
· Leadership & EI, Educational implications
Conclusion
[Meta-Analysis; O'Boyle, Humphrey, ... ]
· 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]
o Stream three was not as strong as they predicted in their meta-analysis
· 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
· Need of development of an integrative model including cognitive ability, FFM and EI
Leadership is:
· Process of social interaction predicts leader's ability
> influence their follower's behavior > performance outcomes
· Intrinsic process where leaders recognize the emotions, evoke emotions and seek to
manage followers' emotional states
Emotional intelligence and leadership effectiveness
[Kerr, Garvin, ...]
Aim of the study
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
· Better monitor their group and take appropriate
action
· Research on EI and Leadership: Majority of laboratory studies with mixed findings
Emotional intelligence and leadership effectiveness
[Kerr, Garvin, ...]
Method
Participants: 38 supervisors, 1258 employees from one organization, age 24-62
MSCEIT
Leadership Effectiveness
Procedure:
38 supervisors > MSCEIT
1197 employees > employee survey responses [9 to 53 responses per supervisor]
MSCEIT
Measures overall EI and their ability levels in relation to the four branches
1] Perceiving emotions: face tasks and picture tasks
2] Using emotions: facilitation task-identifying emotions useful for five tasks, sensation tasks
3] Understanding emotions: changes tasks-progression of emotions, blends task- identify emotion of complex feelings
4] Management: emotional management- regulating emotions, social management- incorporate emotions in decision making
Scores: Experiential [EEI] and Reasoning [REI]
Weakness in the distribution: high scorers close to adequate scorers
In this study > "expert" scoring is more robust
Leadership effectiveness
Attitude surveys constructed by a third-party consultancy for this organization.
24 questions [supervisory leadership-9 questions, working conditions, training]- 10-point Likert scale
Eliminates non-responding biases
Anonymous completion of the
survey
Emotional intelligence and leadership effectiveness
[Kerr, Garvin, ...]
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]
· EEI highly correlated with rating but Reasoning EI
was not significantly assoc. with them > EEI accounts for almost all significance of the Total EI and the ratings
· EEI score alone can predict 25.2% of the variation, when REI is added it weakens the correlation
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
-minimal correlation with intelligence definition
Emotional intelligence and leadership effectiveness
[Kerr, Garvin, ...]
Conclusion
· Overall results suggest that EI can be a key determinant of effective leadership
· Half of the MSCEIT scores may act significantly as predictors of
supervisor ratings
> inclusion/consideration of a manager's EI within the selection procedure and the training and development of manager personnel
· Understanding and managing emotions might not play a role in determining how they are viewed and rated
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.