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 Ahmed

Assistant Professor SZABIST

MBA Research Thesis

Spring 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: _______________________

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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 Golemans 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.

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Table of Contents
INTRODUCTION...................................................................................................................... 1 Background ................................................................................................................. 1 The Problem ................................................................................................................ 3 Problem Statement ...................................................................................................... 3 Objectives of study ..................................................................................................... 4 Justification ................................................................................................................. 4 Limitations .................................................................................................................. 5 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 ................................................................................................. 30 Coefficient of Determination ............................................................................... 32 Hypothesis Testing................................................................................................... 32 LIMITATIONS ........................................................................................................................ 33 CONCLUSION and RECOMMENDATIONS ..................................................................... 34 REFERENCES ......................................................................................................................... 35 IV

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. Figure2-2 Career Development Model Proposed By John Holland, Also Known As Riasec. Figure 2-3 Model Of Emotional Intelligence Proposed By Mayer And Salovey Figure 2-4 Model Of Emotional Intelligence Proposed By Daniel Goleman. Figure 2-5 Model Of Emotional Intelligence Proposed By Reuven Bar-On. Figure 4-1: Respondents Proportion On Gender Basis Figure 4-2: Respondents Proportion Age Wise Figure 4-3: Respondents Proportion Experience Wise Figure 4-4: Emotional Intelligence Level Of Respondents Figure 4-5: Emotional Intelligence Level Of Respondents With Varying Age Brackets Figure 4-6: Emotional Intelligence Level Of Respondents With Varying Experience Level Figure 4-7: Emotional Intelligence Level Of Respondents With Reference To Hygiene And Motivation Factor Figure 4-8: Emotional Intelligence Level Of Respondent-Gender Wise Figure 4-9: Career Success Level Of Respondents Figure 4-10: Career Success Level Of Respondents With Varying Age Bracket Figure 4-11: Career Success Level Of Respondents With Varying Experience Figure 4-12: Career Success Level Of Respondents Gender Wise 26 26 27 27 28 28 7 8 14 15 16 22 23 23 24 25 25

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 Table 4-1 Co-Relation Matrix Show Relationship Between EI, Components Of EI And CS 29 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

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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 its 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 Supers 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 dont prefer to continue with same job or specific field for long

Chapter 1

Introduction

time, in fact they keep on moving with opportunities for growth, development and success. Competitive environment has also changed the organizational demands. Individuals now not required to be only equipped with mental and physical ability to learn and apply technical skills but they are also required to be emotionally competent as well to understand organizational dynamics, value the culture and people. In existing era work life is full of stress and individuals are require to be capable of working under pressure and keeping command over their own self and people as well. This is the notion of emotional intelligence referred by Jordan, Ashton-James &Ashkanasy (n.d.), from the Golemans work, which claims emotional intelligence is the predictor of career success. Its 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 others emotions and social skills; required to better be aware of others emotions and managing others emotions (Gosling,2006). According to Zeidner, Matthews & Robert (2004), its been argued that components of emotional intelligence have great effect on ones performance at workplace and also in developing ones own leadership skills. And

Chapter 1

Introduction

the leadership and performance are the most important ingredients in the recipe of career success. Success of individuals contributes to development of nation but for this development, institutional frame work is equally essential. In nations success industries play an important role. Pakistan economys 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 todays 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. 3

Chapter 1 Objectives of study

Introduction

Objective of this study is to discover link between emotional intelligence and career success of respondents. For this research objectives are as follow: To identify factors which lead to career success? To identify role of annual appraisal in career success. To identify different traits of emotional intelligence. To explore what traits of emotional intelligence are important in career advancement. To identify emotional intelligence level of respondents. To discover role of emotional intelligence in career success.

Justification Study shall be helpful to all research participants. Through this research, participants will get to know themselves in better way. This research will unlock new direction to participants to see certain aspects of their personal and professional life. Research will first get the participants to know importance of emotions and emotional intelligence and then it will enlighten them to use emotions intelligently in their life. Benefits of this research will not be confined to the participant only howeverresearch will also be beneficial to human resource trainers and recruiters to identify behavioural competence of candidates. Human resources professionals work over recruitment, change management, conflict management and certain relevant areas and this research could be facilitator to them to cope with such situation.

Chapter 1 Limitations Within the valid scope of the research, following will be the limitations:

Introduction

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 others 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 individuals 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

Chapter 2

Literature Review

individual pursue training and education in specific area of chosen field. Realistic stage is made up of other three phases which includes exploration, crystallization and specification. Another major contributor to career theories was Donald Super. Super (1954) introduced five developmental stages: growth (childhood), exploration (youth), establishment (early adulthood), and maintenance (middle adulthood) and decline stage (later adulthood). Super had also suggested appropriate task for each stage. Super viewed; career as the sum of all the roles we play in our lives (overview of career development theory, n.d). Super brought the concept of career maturity (Patton &Lokan, 2001). He emphasized career maturity as life long process. Supers work was over development, self concept and contextual perspective (Savikas). Super proposed an individuals personal view regarding self varies, improves and keeps building up throughout the individuals 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.

Chapter 2

Literature Review

Moreover in 1960s John Hollands theory of Typology became another milestone in field of career development. Hollands idea was most appreciated after Parsons work. Hollands 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. Hollands theory often called as RIASEC. From Hollands theory seven hundred and twenty different personality types can be derived however Holland proposed; only the dominating traits influence an individuals 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 Hollands theory is personenvironment fit.High compatibility of individuals with work environment leads to high 8

Chapter 2

Literature Review

satisfaction at workplace and satisfaction leads to higher results. This outcome is termed as career achievement.

Subjective and Objective Career Success Career achievement is subset of career (Urs& Laurie, 1989); defined career as the desirable result at some point in individuals work experiences over time, this holds two perspectives which Oxford English Dictionary(2011)defined as an occupation undertaken for a significant period of a persons 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 individuals 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

Chapter 2

Literature Review

Hughes also concentrated over providing basis for understanding and mentioning the importance of objective career and subjective career. Both the views subjective and objective; are precise, none of them is superior over other and neither is good or bad (Hall& Chandler 2005). Career success is not only described with two distinct views but researchers have focused on interdependence of the two as well. Barley (1989), proposed looking at the one aspect of career goes against the Hughess 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 individuals attitude towards career management which involves both others directed and a selfmotivated 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

Chapter 2

Literature Review

initiatives taken by individuals as par career management, might include development of learning about oneself and about taking actions for managing career.

Boundary less Career Theory Boundary less career theory proposed, employee under a psychological contract is not liable to render lifetime service neither the organization need to provide stable career progression for life long. Rather it emphasize an individual should engage in selfmanagement activities to explore and exploit success in career. Through selfmanagement 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 Rosseaus 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 ones social elite (Granovetter, 2004). 11

Chapter 2

Literature Review

However Granovetter (1973) proposed weak knots develop wider network. Structural whole theory highlighted weak ties provide greater information, negotiation advantage and thus lead to more control over the situation. In weak knots there is little concern toward the work among groups however flow of information is strong. (Burt, 1992) Whereas social resource theory introduced new dimension where not only the tie but the human resource involve in knot effects the outcome, it depends on individual to how to utilize available social capital for career success. For career success extroversion, proactivity 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 individuals 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). intelligence; is the other name of cognitive ability. Human brains 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 persons 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 Whereas

Chapter 2 Intelligence

Literature Review

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 others 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. Nonintellectual side of intelligence got more popularity in year 1983 when Harvard published a book titled Frames of Mindand proposed concept of manifold intellects. Gardner argued that along with other intelligences personal intelligence should also be given

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Literature Review

importance; which is further divided into interpersonal intelligence;which was defined as the skill to recognize populace in order to increase their motivation; and intrapersonal intelligence which refers to understanding ones 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 ones ability to distinguishones feeling and factors that influence thought processes. Emotional understanding: is the ability to understand complex feelings and the skill to identify that how an individual switch among them. Emotion management: is the ability to relate or detach from afeeling depending on its usefulness in a given situation.
Figure 2-3 Model of Emotional Intelligence proposed by Mayer and Salovey

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Chapter 2

Literature Review

Though Peter Salovey and John Mayer was the pioneer of the term EI and were also the first to develop EI measure but the term really got famous in the corporate world and in 1995 when a book Emotional Intelligence by Daniel Goleman was written. Goleman proposed a model outlines four main emotional intelligence constructs: self awareness, self management, social awareness and relationship management. Self-awareness: is the ability to examine one's feeling and identify their effectby using gut feelings in driving conclusion. Self-management: refers todirecting 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 Golemans proposed model each construct comprise of emotional competencies which must be worked on and developed over the time as these are not inborn competencies.

Figure 2-4 Model of Emotional Intelligence proposed by Daniel Goleman.

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Chapter 2

Literature Review

Reuven Bar-On, proposed representation of emotional intellect emphasizes over latent for output and achievement rather than performance or success itself and is considered process-oriented rather than outcome-oriented. Reuven Bar-On has emphasized importance of emotional intelligence in his research where he proposed emotional intelligence is equally important as cognitive intelligence. Bar-On hypothesizes that those individuals with higher than average EQs 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 Golemans 1998 book

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Literature Review

Bar-On EQ-i - gives an overall EQ score and scores of five composite scales. Interpersonal, intrapersonal, adaptability, stress management, and general mood. MSCEIT Mayer, Salovey and Caruso Emotional Intelligence Test - measures the four branches of mental ability outlined in Mayer and Saloveys 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 ones 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 its 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 Maslows 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.

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Chapter 2 Conceptual Framework

Literature Review

Goleman proposed four aspect of emotional intelligence; self-awareness, selfmanagement, social-awareness and social-management. These factors enhance an individuals 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 ones 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 todays 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 todays inconsistent period to be professionally developed individual needs to be flexible to learn new skills

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Literature Review

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 professional development but they also incorporate career development. Donald Super has regarded it as lifelong learning process.

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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 Golemans 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 respondents 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 bank for two or more than two years. In conducting this research sampling was heterogeneous both the male and female were participant in study. 20

Chapter 3

Research Methodology

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 employees 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

Gender

19%
Male Female

81%

Review of age of respondents, shows most of the respondents belonged to the age brackets of twenty five to thirty five years which indicates that respondents tend to have greater flexibility in their behaviors. 68% of respondents belonged to the age group of twenty five to thirty five years, 14% of respondents were below the age of twenty five years, 9% of respondents fall in the age bracket of thirty five to forty five years while

22

Chapter 4

Data Analysis

remaining was above the age of forty five years. Graphically it can be presented as follow:
Figure 4-2: Respondents proportion age wise

Age Group
9% 9% 14%
Below the Age of 25 years 25-35 years 35-45 years Above the Age of 45 years

68%

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

Experience
9% 6%
2-5 years 5-8 years

31%

54%

8-11 years Over 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 Golemans model. 23

Chapter 4

Data Analysis

Parameters of emotional intelligence include self awareness, self-management, social skills and net-working. The collected data revealed that most of the respondents possess above average level of emotional stability. However number of respondents at the extremes of high and average level of emotional intelligence was very low, and even there was not a single respondent having low level of emotional intelligence.
Figure 4-4: Emotional Intelligence level of Respondents

Emotional Intelligence Level of Respondents

160 140 120 100 80 60 40 20 0 Respondents Emotional Intelligence Level

High 3 83

Above Average 141 68

Average 8 55

Further analysis of emotional intelligence with reference to age brackets shows respondents below the age of 2 have low level of emotional intelligence as compared to the rest. The average level of emotional intelligence of respondents with reference to their age is as follows:

24

Chapter 4
Figure 4-5: Emotional Intelligence level of Respondents with varying Age Brackets

Data Analysis

Emotional Intelligence Level with varying Age Brackets

120 100 80 60 40 20 0

Below the age of 25 years 21 64

25-35 years 103 69

35-45 years 14 69

Above the age of 45 years 14 68

Respondents Emotional Intelligence Level

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

Emotional Intelligence with varying Experience Level

90 80 70 60 50 40 30 20 10 0 2-5 years Respondents Emotional Intelligence Level 82 68 5-8 years 47 68 8-11 years 9 66

Over 11 years 13 68

25

Chapter 4

Data Analysis

Moreover analysis of emotional intelligence with reference to hygiene and motivation factors reveals individuals, who prefer hygiene factors are more emotionally intelligent than those who prefer motivational factors.
Figure 4-7: Emotional Intelligence Level of Respondents with reference to Hygiene and Motivation Factor

Emotional Intelligence with reference to Hygiene & Motivation Factor

69.5 69 68.5 68 67.5 67 66.5 66 Emotional Intelligence

Hygiene Factors 67

Motivational Factors 69

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

Emotional Intelligence (Gender Wise)

90 80 70 60 50 40 30 20 10 0 Male Female

Respondents 81 19

Average Emotioal Intelligence 68 70

Other variable of this research was career success. Analysis of career success shows most of the respondents were satisfied with their career achievements. However a very few respondents fall in the category of not successful or in other words as not satisfied as here emphasis was given to subjective success rather than objective success and subjective 26

Chapter 4

Data Analysis

success is associated to motivational factors. In this research parameter of success included salary and benefits, environment/working condition, work life balance, quality of supervision, job responsibility and recognition.
Figure 4-9: Career Success level of Respondents

Average Career Success Level

120 100 80 60 40 20 0 Successful Respondents Career Success Level 40 90

Somewhat Successful 112 70

Not Successful 2 38

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

Career Success Level with varying Age Bracket

120 100 80 60 40 20 0

Below the age of 25 years 21 75

25-35 years 103 75

35-45 years 14 78

Above the age of 45 years 14 78

Respondents Average Career Success

The above result could be attributable to decreasing motivational level with increasing age. Analysis of career success with reference to experience also shows positive relation. Graphically, it can be presented as follow:

27

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

Data Analysis

Career Success with varying Experience

90 80 70 60 50 40 30 20 10 0 Respondents Average Career Success 2-5 years 82 73 5-8 years 47 77 8-11 years 9 80 Over 11 years 13 80

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

Career Success (Gender Wise)

90 80 70 60 50 40 30 20 10 0 Male Female

Respondents 81 19

Average Career Success 75 76

A further analysis of career success was carried out through hygiene and motivational factors. Average was taken of collected data and it showed individuals who preferred motivational factors were slightly more successful than those preferred hygiene factors.

28

Chapter 4

Data Analysis

Figure 4-13 Career Success level of Respondents with respect to Hygiene and Motivational Factors

Average Career Success

100 90 80 70 60 50 40 30 20 10 0 Hygiene Factors motivational Factors

Respondents 50 90

Average Career Success 74 76

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

120 Average Career Success 100 80 60 40 20 0 0 20 40 60 80 100 Average Emotional Intelligence

29

Chapter 4

Data Analysis

Correlation Analysis
To explore the nature of relationship between two variables, correlation analysis was conducted which revealed, relation of 0.18. It indicates a positive relation among the variables. But this relation is not as strong as individual component of emotional intelligence contributes to career success. Following table below shows strong relationship of networking and social skills with Career Success.
Table 4-1 Co-relation Matrix show relationship between EI, Components of EI and CS

Correlation Matrix Variables Emotional Intelligence(EI) Career Success(CS) Self awareness(SA) Self management(SM) Social Skills(SS) Networking(N) EI 1 0.18 0.60 0.65 0.57 0.70 CS 1 -0.01 0.03 0.17 0.23 SA SM SS N

1 0.30 0.30 0.18

1 0.21 0.21

1 0.22

Table 4-2 Co-relation Matrix showing relationship between CS, Components of CS and EI

Variables Emotional Intelligence(EI) Career Success(CS) Self-development at work(SD) Work-life balance(WLB) Vertical Progression(VP) Recognition( R ) Job itself(J) Learning at workplace(LW) Pay & Benefits(PB)

Correlation Matrix EI CS SD WLB VP 1 0.18 1 0.05 0.38 1 0.09 0.43 0.33 1 0.02 0.49 0.34 0.40 0.03 0.42 0.25 0.35 0.01 0.36 0.44 0.19 0.03 0.33 0.31 0.16 0.08 0.40 0.28 0.18 1

LW

PB

0.65 1 0.44 0.40 1 0.25 0.28 0.39 1 0.58 0.41 0.39 0.24 1

30

Chapter 4

Data Analysis

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 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 Emotional Intelligence Career Success Correlation Self-Awareness Self-Management Social Skills Networking

Average 68 75 0.11 -0.10 0.01 0.17 0.16

Analysis male respondents 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 Average Female Respondents 70 Emotional Intelligence 76 Career Success 0.43 Correlation 0.28 Self-Awareness 0.09 Self-Management 0.15 Social Skills 0.48 Networking 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.

31

Chapter 4 Coefficient of Determination

Data Analysis

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%.

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) Explained Regression unexplained (error) Total 12.61 22043.32 22055.93

d.f

Mean Square 12.61 146.96

F=statisti c 11.66

F-test(at .05) 254

pvalue 0.23

1 150

As per the findings p-value was greater than .05 (level of significance) and the value of ftest was greater than f-value, which indicates that null hypothesis may not be rejected. It indicates there is no relationship between emotional intelligence and career success level of respondents. Hypothesis may be rejected at the confidence level 95% however correlation analysis shows the minor but positive relationship between emotional intelligence and career success.

32

Chapter 5

Limitations

LIMITATIONS
In conducting this research primary limitation was availability of access to relevant past researches and research tool. Because there are very few practitioner of Emotional Intelligence and it was really hard to access relevant studies in local settings. Another major impediment was to get approval from Human Resource Department to survey two hundred banking professionals. At earlier it was planned to conduct survey in Bank Alfalah Limited, Hong Kong Shengai Banking Corporation (HSBC) and Bank Al-Habib Limited only however it was not possible to complete the desired sample from specified banks within the time frame, due to which certain other banks were also involved in the study.

33

Chapter 6

Conclusion and Recommendations

CONCLUSION and RECOMMENDATIONS

On the basis of designed model, positive relation between career success and emotional intelligence appears. An important finding of this study was strong relation between emotional intelligence and career success of female respondents. Moreover to test the validity of relation hypothesis was generated and tested at the confidence interval of 95% through F-test. H0: There is no relationship between Emotional Intelligence and Career Success. H1: There is relationship between Emotional Intelligence and Career Success. Based upon the designed model, hypothesis test showed there is no relationship between the variables. However correlation analysis revealed positive relation between career success and emotional intelligence; even individual component of emotional intelligence showed a very strong correlation to the career success level. The essence of research shows emotional intelligence cannot be referred sole parameter of career success as there are various other factors which influence and in this study great emphasis was over subjective success rather than objective success as well. This study has uncover new horizon for further researches over role of emotional intelligence in objective success, relationship between emotional intelligence and employee performance, relation between emotional intelligence and age, relation between emotional intelligence level and gender. Moreover finding of this study can also be tested through different models of emotional intelligence.

34

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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 ones 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: _____________________ Designation:_________________
A. How long you have been working here. 2-5 years B. Please notify your age: Less than 25 years 25-35 years 35-45years over 45 years 5-8years 8-11 years over 11 years

Department: __________________ Gender:_______________________

1. When I am required to present myself in one sentence or less, I find it hard. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

2. I know my career priorities and I can elaborate where I stand in regard to them. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

3. I am clear where exactly I want to be within the next five years. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

4. I can easily identify, where I become defensive. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

5. I seek information about my strengths and weakness from others as basis for self improvement. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

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

41

(1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

7. When I am wrong, I am not afraid to admit it. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

8. I have well developed set of professional standards and principles that guide my behavior. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

9. I have sense to cope with situations that are ambiguous and uncertain (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

10. I feel uneasy when I am expected to share my emotions. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

11. I am able to control bad mood when necessary. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

12. I seldom, feel angry/depress/anxious without knowing the reason. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

13. When I talk to someone, I try to put myself in his/her shoes. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

14. I care how other s might get affected by my words and actions. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

15. During conversation I feel disconcerted over what others contribute. (1) (2) (3) (4) (5)

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Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

16. I am at ease with people whom I dont know. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

17. I am feeling comfortable in dealing with people. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

18. I feel uncomfortable in situations when I an expected to socialize. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

19. People know what I can offer to them. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

20. I can get the things done by using my network. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

21. I understand difference between different networks. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

22. I move out of my comfort zone to develop new relations. (1)

Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

23. I use technology to communicate the people who could be helpful in meeting my career goals. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

24. I make sure to get some time to develop new relation and manage network. (1)
Strongly Agree

(2)
Agree

(3)
Neutral

(4)
Disagree

(5)
Strongly Disagree

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25. Mark the following according to you preference:

Hygiene Motivation Factors Salary and Benefits Environment/Working Conditions Work-Life Balance Quality of Supervision Relationship boss/peers Job Security Company Name Growth Recognition Advancement Challenging/Interesting work with and Most Important Important Less Important Un Important

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26. Every individuals get some goals to achieve when entering in organization; these can be tangible

(Such as promotions, pay etc) or in tangible (self-satisfaction in form of recognition, growth etc).Please mark the following according to your accomplishments.
Totally achieved Self Development at Work Work Life Balance Promotions Recognition Advancement Job Itself Learning at work place Pay and Benefits Vertical Progression Growth Almost(not all) achieved Cannot say Very Little Not at all achieved Achieved

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Appendix B: Glossary
Advancement: Promotion to a higher level, place, rank, status or dignity. Behaviour: A response or being acted in a given situation of an individual or group. Career Priority: In career occupation which thing is to be prioritized first? Career Success: Something which individual desired and achieved in his/her career and become succeeded Career: Career as the desirable result at some point in individuals 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. Objective Success: Objective career as the one which is easily visible, quantifiable and demonstrable in term of promotions, compensation and position. 46

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 employees 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. Self Improvement: Improvement of one's condition towards perfection through one's own efforts.

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Self-management: Involves controlling one's emotions and impulses and adapting to changing circumstances. Social-awareness: Includes the ability to sense, understand, and react to other's emotions while comprehending social networks. Socialize: Relating to society in which people learn from others. Subjective Success: Subjective career success deals with personal factors such as job satisfaction, self-awareness, flexibility, and learning. Vertical Progression: Vertical progression arranges the standards in ascending steps in order by grade level and content type. Work-Life Balance: Work-life balance is about effectively managing the time, juggling acts between paid work and other activities that are important to us in our daily life - including spending time with family, taking part in extracurricular activities, volunteering or undertaking further study.

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