Proposal on Emotional Intelligence (EI)

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PRESENTED TO THE DPARTMENT OF BUSINESS RESEARCH AZRA NAHEED CENTER SUPERIOR.

“Positive impact of Emotional intelligence on the Job Performance in corporate sector of Pakistan”

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Abstract: The purpose of this study is to examine the positive impact of emotional intelligence on the job  performance in corporate sector of Pakistan. I will verify that measures such as EI should be used in conjunction with other sources of information and psychometric tests in the selection and recrui recruitme tment nt of custom customer er servic servicee provid providers ers in the manufa manufactu cturi ring ng plants plants of cooling cooling produc products ts manufacturing companies. This research will use Social exchange theory as the base of the research. A theoretical framework of emotional intelligence and job performance is formed which will be tested through the research. The research will move using quantitative method. A sample of 275 employees who has been working in the manufacturing organization is selected using convenience sampling. Data will be collected through survey method using questionnaires. The data data collec collected ted through through survey surveyss will will be tested tested using using statis statisti tical cal analysi analysiss by using using SPSS SPSS software as the data is quantitative.

Keywords: Cognitive abilities, Emotional intelligence

Introduction: This This propos proposed ed study study examin examines es how emotio emotional nal intell intellige igence nce and cogniti cognitive ve intell intellige igence nce are associated with job performance. We develop and test a compensatory model that posits that the associ associati ation on betwee between n emoti emotional onal intell intellige igence nce and job perfor performan mance ce become becomess more more posit positive ive as cognitive intelligence decreases. We report the results of a study in which employees completed tests tests of emotio emotional nal intell intellige igence nce and cognit cognitive ive intell intellige igence, nce, and their their task task perfor performan mance ce and organizational citizenship behavior were assessed by their supervisors. For this purpose we have decided to choose the cooling industries private limited.

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Problem Identification Identification Previous findings suggest that as much as 20 percent of emotional intelligence overlaps with other intelligences and, therefore, over 80 percent of emotional intelligence is separate from other intelligences. These findings revealed that emotional intelligence meets the correlation criterion of intelligence. To meet the developmental criterion of intelligence, a construct must have have the potential potential to improv improvee over over time. time. Empir Empirical ical evidence evidence accord accordss an import important ant role role to experience and learning in the development of emotional emotional intelligence. Also its impact impact on overall  performance of employees in the above mentioned industries.

Independent conceptualization of EI: We want to conceptualize emotional intelligence and cognitive intelligence as separate broad sets of abilities that are subsumed under general intelligence in the hierarchical model. Emotional intelligence represents the specialization of general intelligence in the area of emotions in ways that reflect experience and learning about emotions. This conceptualization is consistent with Carroll’s Carroll’s (1993) finding, finding, for example, example, that general general intelligen intelligence ce subsumes subsumes the psychologi psychological cal abilit ability, y, define defined d as the “abil “ability ity to judge judge correc correctly tly the feeli feelings ngs,, moods, moods, and motiva motivatio tions ns of  individuals” (Wedeck, 1947: 133). Cognitive intelligence represents the specialization of general intell intellige igence nce in the domain domain of cognit cognition ion in ways ways that that reflec reflectt experi experience ence and learni learning ng about about cognitive processes such as memory (Schaie, 2001; Brody, 2004). This conceptualization is consistent with Carroll’s (1993) finding of eight broad sets of cognitive abilities. Emotional intelligence and cognitive intelligence should be positively associated because they are both subsumed under general intelligence.

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2- Methods by which EI enhances job performance Hypothesis:

Hypothesis 1:

The associ associati ation on between between emotio emotional nal intell intellige igence nce and task task perfor performan mance ce

 becomes more positive as cognitive intelligence decreases.

Hypothesis 2: The association between emotional intelligence and organizational citizenship  behavior (OCB) becomes more positive as cognitive intelligence decreases. PROSPOSAL STATEMENT

In order for the organization to be successful it must be able to employ people who exhibit high levels of emotional intelligence the business and perform at high levels, research indicates that employees who are satisfied with the organization are more likely to perform well. So the impl impleme ement ntat atio ion n of stra strate tegi gies es to get get best best perf perfor orma manc ncee from from empl employ oyees ees is one one way that that manufacturing concerns can build self management among employees to enhance performance. So the purpose of this study will be to study impact of emotional intelligence & cognitive abilities on job performance in manufacturing organizations of Pakistan using survey method and the controlling variables will be rewards, growth opportunities and working conditions, there effect will be seen on satisfaction with job. Than these results will be tested using statistical analysis.

SIGNIFICANCE OF THIS STUDY 

The study is significant in the following ways:

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The study will broaden our understanding of employee’s job performance by including the view of Emotional Intelligence & self motivation along with self awareness.

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It will will explai explain n how cognit cognitive ive (emoti (emotiona onal) l) stabil stability ity,, social social skills skills and general general mental mental capabilities overweigh the effect of IQ on employee’s job performance.

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It will will help help unde unders rsta tand nd the the rela relati tion onsh ship ip betw betwee een n emot emotio iona nall inte intell llig igen ence ce and and job job  performance regarding manufacturing concerns in Pakistan.

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It will will be signif significa icant nt for the policy policy makers makers to increa increase se the job perfor performan mance ce of the empl employ oyee ees, s, under under light light of Organ Organiz izat atio iona nall beha behavi vior or obse observ rved ed in the the engi engine neer erss of  manufacturing concerns.

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It will will furt furthe herr stre strengt ngthe hen n the the rese resear arch ch find findin ings gs rega regard rdin ing g the the ante antece cede dents nts of job job  performance.

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It will facilitate the decision makers on how to increase the labor productivity of the employees.

Objectives of Study: The emphasis of the study will be on the following objectives:

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To find the relation of emotional stability on job performance.

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To facilitate manufacturing organization for increasing job performance.

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To facilitate manufacturing organization for increasing labor productivity in employees.

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To strengthen the findings on antecedents anteceden ts of working outputs of the engineers.

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To find the effect of good self motivation & management skills that boosts the overall  productivity despite a person’s IQ & academic capabilities.

Research Question and Hypothesis

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2- Methods by which EI enhances job performance

Hypotheses: Hypothesis 1: The association between emotional intelligence and task performance becomes more positive as cognitive intelligence decreases.

Hypothesis 2: The association between emotional intelligence and organizational citizenship  behavior (OCB) becomes more positive as cognitive intelligence decreases. In this research the independent variable is emotional intelligence and dependent variable is Job  performance these variables will be studied separately. This study will firstly check the impact of  emotional (cognitive) abilities with self motivation & management combined with social skills to check the effect of Job satisfaction on the Job performance.

Main Question: Q: Does cognitive abilities along with the emotional intelligence affect Job performance in the manufacturing concerns of Pakistan? Does this rule out the possibility of a person being of a high academic caliber?

Sub Questions:

Q: Does good social cognitive skills give high levels of performance of employees? Q: Does the factor of emotional abilities of taking on the corporate challenges affect job

 performance?

Significance of the study

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Page |7 Our findin findings gs are suppos supposed ed to address address the contro controver versy sy about about the useful usefulnes nesss of emoti emotional onal intelligenc intelligencee for organizatio organizational nal research research and managerial managerial practice in Pakistan’s Pakistan’s manufacturing manufacturing firms. Landy (2005) and Zeidner, Matthews, and Roberts (2004) argued against using emotional intelligence to predict job performance unless it makes an incremental linear contribution to   predi predicti ction. on. Our result resultss will will most most probabl probably y sugges suggestt that that this this argume arguments nts overly overly simpli simplisti stic. c. Predictors of job performance such as emotional intelligence may be important in ways other  than their incremental linear effects (Murphy, 1996; Hough, 2003) in understanding the impact of emotional intelligence on the job performance. Our results would most probably show that emotional intelligence is an important predictor of task performance, because of its interactive effect with cognitive intelligence.

Literature Review Hypotheses from the model were supported for task performance and organizational citizenship  behavior directed at the organization, but not for organizational citizenship behavior directed at individuals. We discuss the theoretical implications and managerial ramifications of our model and and findi findings ngs.. • One One of the the most most prov provoca ocati tive ve idea ideass to emer emerge ge from from rece recent nt disc discus ussi sion onss of  management concerns the possibility that a new form of intelligence pertaining to emotions is related to the performance of organization members (Goleman, 1998; Caruso and Salovey, 2004). According to this idea, some organization members may perform effectively because they have high emotional intelligence. Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the self and in others, use emotions to facilitate performance, understand understand emotions and emotional knowledge, knowledge, and regulate emotions in the self and in others others (Mayer (Mayer and Salovey Salovey,, 1997). 1997). The concept concept of emotio emotional nal intell intellige igence nce has had an unusual unusually ly important impact on managerial practice (Ashkanasy and Daus, 2002). Several organizations have have incorp incorpora orated ted emotio emotional nal intell intellige igence nce into into their their employ employee ee develo developme pment nt progra programs ms (Fast (Fast Company, 2000), and some business schools have added the training of emotional competencies to their curriculums (Boyatzis, Stubbs, and Taylor, 2002). The appeal of emotional intelligence may reflect the idea that success is not simply determined by well-known abilities, such as verbal and quanti quantitat tative ive abilit abilities ies,, but also also by abili abilitie tiess pertai pertainin ning g to emotio emotions. ns. Despit Despitee the popula popular  r  interest, there is a paucity of studies on how emotional intelligence is related to job performance. As a result, knowledge of whether emotional intelligence is related to job performance and of the

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Page |8 mechanisms that may underlie such a relation is limited. This uncertainty has contributed, in  part, to criticisms of the scientific status of emotional intelligence in organizational research (Becker, 2003; Landy, 2005; Locke, 2005). Barrett and his colleagues (2001:1) referred to emotional intelligence as “the Madison Avenue approach to science and professional practice,” implying implying that the popularity popularity of emotional intelligence intelligence rests on crafty crafty advertisin advertising g as opposed opposed to rigoro rigorous us scient scientif ific ic eviden evidence. ce. The result resultss of past past resear research ch on emotio emotional nal intell intelligen igence ce and job  performance—defined as the degree to which an individual helps the organization reach its goals (Motow (Motowidl idlo, o, Borman Borman,, and Schmit Schmit,, 1997)—a 1997)—are re mixed. mixed. Some Some studie studiess sugges suggestt that that emoti emotional onal intelligence and job performance are positively related. These studies found that emotional intelligence predicts the performance of undergraduate students on a single task (Lam and Kirby, 2002), the classroom performance of managers and professionals (Sue-Chan and Latham, 2004), the collection performance of account officers (Bachman et al., 2000), sales performance (Wong, Law, and Wong, 2004), and supervisory ratings of job performance (Slaski and Cartwright, 2002; Law, Wong, and Song, 2004). Another study found that the emotional intelligence of  teams of students predicts the performance of o f these teams at the initial stages of o f a project (Jordan et al., 2002).Other studies have suggested that there is no relation or an inconsistent relation  between emotional intelligence and job performance. These studies have found no relation or an inconsistent relation between emotional intelligence and performance on particular tasks (Austin, 2004; Day and Carroll, 2004), academic performance (Petrides, Frederickson, and Furnham, 2004), and supervisory ratings of job performance (Sosik and Megerian, 1999; Janovics and Christiansen, 2001). One study found that the emotional intelligence of teams was related to one of six measures of team performance (Feyerherm and Rice, 2002), and a study of MBA students found that the emotional intelligence of groups was unrelated to group performance (Rapisarda, 2002). The preceding review reveals a puzzling set of results that may arise from an emphasis on a potential linear effect of emotional intelligence on job performance. Researchers have built the case for emotional intelligence, in part, by arguing that it explains variance in job performance that is not explained by extant constructs such as cognitive intelligence (Mayer and Salovey, 1997; Goleman, 1998; Mayer, Salovey, and Caruso, 2000). This argument proposes, for instance, that emotional intelligence intelligence and cognitive cognitive intelligen intelligence ce make independent independent and complement complementary ary linear contributions to job performance. Linear effect models, however, may be overly simplistic and incomp incomplet lete. e. The large large variat variation ion across across studies studies led the author authorss of a meta-a meta-anal nalysi ysiss of 

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Page |9 emotional intelligence and workplace performance to suggest that moderating variables exist (Van (Van Rooy and Viswes Viswesvar varan, an, 2004). 2004). Compen Compensat satory ory effect effectss may explai explain n why emotio emotional nal intelligence predicted job performance in some past studies but not in others. If compensatory effects exist, emotional intelligence should predict job performance only some of the time, dependi depending ng on the other other abilit abilities ies that that indivi individual dualss possess possess.. Resear Researche chers rs have have not conside considered red compensatory effects in models of emotional intelligence and job performance. We introduce compen compensat satory ory effect effectss to the study study of emoti emotional onal intell intellige igence nce by develop developing ing and testi testing ng a compen compensat satory ory model model of how emotio emotional nal intell intellige igence nce and cognit cognitive ive intell intellige igence nce are jointl jointly y associated with job performance. I have decided to propose a compensatory model in which “emotional intelligence” in engineers of the Pakistan’s cooling products’ manufacturing industries moderates the association between emotional intelligence and job performance, so that the association becomes more positive as emotional intelligence decreases. In our model, emotional intelligence is conceptualized as a set of abilities pertaining to emotions. Emotional intelligence includes: The abilities to perceive emot emotio ions ns,, use use emot emotio ions ns to faci facili lita tate te perf perfor orma manc nce, e, under underst stan and d emot emotio ions ns and emot emotio iona nall knowledge, and regulate emotions. Davies, Stankov, and Roberts (1998) proposed a similar  model, but we focus on Mayer and Salovey’s (1997) model because it was the only model that was supported by a confirmatory factor analysis (Mayer, Caruso, and Salovey, 2000) and for  which a measure with desirable psychometric properties was available (Mayer, Salovey, and Caruso, 2002) when we initiated our study. Consistent with Wong and Law’s (2002) reasoning, we treat emotional intelligence as a latent multidimensional construct (Law, Wong, and Mobley, 1998) and therefore focus on the broad construct of emotional intelligence rather than on each of  its dimensions. In our compensatory model, emotional intelligence is conceptualized as a type of intelligence. There is a debate about the use of the term intelligence in emotional intelligence (Roberts, Zeid Zeidner ner,, and and Matt Matthew hews, s, 2001; 2001; Beck Becker er,, 2003; 2003; Brod Brody, y, 2004) 2004).. We use use the the term term emot emotio ional nal intelligence for two reasons. Reasons specified

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P a g e | 10 First, the definition of emotional intelligence is consistent with extant definitions of intelligence. Schmidt Schmidt and Hunter (2000: 3) defined defined intelligenc intelligencee as the “ability “ability to grasp and reason reason correctly correctly with abstractions (concepts) and solve problems.” After defining intelligence, however, Schmidt and Hunter Hunter (2000) (2000) equated equated the terms terms intell intellige igence nce and general general intell intellige igence nce on the basis basis of   precedent and used the terms interchangeably. Hence, general intelligence is the general ability to reason correctly with abstractions (concepts) and solve problems. Emotional intelligence can   be concept conceptuali ualized zed as the abili ability ty to grasp grasp and reason reason correc correctly tly with with emoti emotional onal abstra abstracti ctions ons (emotional concepts) and solve emotional problems. Second, Second, the constru construct ct of emoti emotional onal intell intellige igence nce meets meets the concep conceptua tual, l, correl correlati ational onal,, and developmental criteria of an intelligence proposed by Mayer, Caruso, and Salovey (2000), based on their review of the research on intelligence. To meet the conceptual criterion of intelligence, a construct must reflect abilities rather than tendencies to act in certain ways (Carroll, 1993). This criterion is based on an important distinction between abilities and personality traits. Abilities reflec reflectt “the “the possib possible le variat variation ionss over indivi individual dualss in the lumina luminall [thres [threshol hold] d] levels levels of task  task  difficulty.|.|. At which, on any given occasion in which all conditions appear to be favorable, individuals perform successfully on a defined class of tasks” (Carroll, 1993: 8).

Conceptualization of EI Cognitive Cognitive intelligen intelligence ce represents represents the specializat specialization ion of general general intellige intelligence nce in the domain domain of  cognition in ways that reflect experience and learning about cognitive processes such as memory (Schaie, 2001; Brody, 2004). This conceptualization is consistent with Carroll’s (1993) finding of eight broad sets of cognitive abilities. Emotional intelligence and cognitive intelligence should  be positively associated because they are both subsumed under general intelligence. The research reviewed above reveals that people with high cognitive intelligence tend to have high emotional intell intellige igence nce and that that people people with with low cogniti cognitive ve intell intellige igence nce tend tend to have have low emotio emotional nal intelligence. Emotional intelligence and cognitive intelligence are separate constructs, however,  because they represent the specialization of general intelligence in separate content domains.

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Actual findings to be verified: Agreeableness and extraversion were positively correlated with task performance. Openness to experiences also supposed to be positively correlated with performance. Points to be proved: We have to prove by our findings that emotionally intelligent individuals with low cognitive intelligence may also achieve high job performance because they manage conflict successfully.

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Theoretical Model

Emotional Intelligence EI

Self  Motivation

 Job Performanc e

Self Awareness

Theoretical Framework: Framework:

In our model, emotional intelligence is conceptualized as a set of abilities pertaining to emotions. Emotional intelligence includes: The abilities to perceive emotions, use emotions to facilitate  performance, understand emotions and emotional knowledge, and regulate emotions. Davies, Stankov, and Roberts (1998) proposed a similar model, but we focus on Mayer and Salovey’s (1997) model because it was the only model that was supported by a confirmatory factor analysis (Mayer, Caruso, and Salovey, 2000) and for which a measure with desirable psychometric  proper  propertie tiess was availa available ble (Mayer (Mayer,, Salove Salovey, y, and Caruso Caruso,, 2002) 2002) when when we initia initiated ted our study. study. Consistent with Wong and Law’s (2002) reasoning, we treat emotional intelligence as a latent multidimensional construct (Law, Wong, and Mobley, 1998) and therefore focus on the broad construct of emotional intelligence rather than on each of its dimensions.

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P a g e | 13 The presen presentt study study will will utiliz utilizee concept concept of Social Social Exchang Exchangee Theory Theory (Blau, (Blau, 1964), 1964), norms norms of  reciprocity (Gouldner, 1960) and expectancy theory which will form the theoretical basis of the research. research. The social social exchange exchange theory theory and norms of reciprocity reciprocity will be used to explain explain the basis of employee Outlay (performance). This research will be utilizing the following theories to build its conceptual framework:

Affect Theory: Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job performance model. The main premise of this theory is that good performance is determined by a discrepancy  between what one wants in a job and what one has in a job. Further, the theory states that how much one values a given facet of work by an employee & the way a person schedules & plan to acco accomp mpli lish sh a task task tact tactfu full lly y (e.g (e.g.. the the degr degree ee of manag managem ement ent in a perso person) n) moder moderat ates es how satisfied/dissatisfied satisfied/dissatisfied one becomes when expectations are/aren’t met.

Two-Factor Theory (Motivator-Hygiene Theory): Frederick Herzberg’s Herzberg’s two factor theory (also (also known as Motivator Motivator Hygiene Theory) attempts attempts to explain explain EI and self motivation motivation in the workplace workplace (J. R. Hackman, G. R. Oldham, Oldham, 1976). This theory states that the cognitive intelligence & emotional stability are driven by different factors –  self self motiva motivatio tion, n, commit commitmen mentt & self self manage management ment respe respecti ctivel vely. y. An employ employee’ ee’ss emotio emotional nal stabil stabilit ity y & cogniti cognitive ve intell intellige igence nce to work work is contin continual ually ly relate related d to job perfor performan mance ce of a subordinate. Self Motivation can be seen as an inner force that drives individuals to attain  personal and organization goals (Hoskinson, Porter, & Wrench, p.133).

Social Exchange Theory (Blau, 1964):

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Context for this Research: Organization and employees are engaged in an exchange process. High level of interest in a particular job with outsourcing can contribute to boost an employee’s EI will result in greater work capability, which in turn, is exp ected to result in performance of the employee towards performing of the job resulting in better performance.

Norm of Reciprocity (Goudlner, 1960): Context for this Research: What the employee aims to deliver to the organization will be reciprocated by him/her to the organization. High level of performance by the employee will be reciprocated in the form of better performance.

Expectancy Theory of Job performance (Vroom, 1964): Context for this Research: Higher performance and experience with more interest in job will result in high job output or performance, (high instrumentality) and this will result in high workoutlay triggering the performance of the employee.

Job Characteristics Model: Hackma Hackman n & Oldham Oldham propos proposed ed the Job Charac Characteri teristics stics Model Model,, whic which h is widel widely y used used as a framework to study how particular emotional intelligence impact on job outcomes, including job   perfo performa rmance. nce. The model model states states that that there there are five five core core job charac character terist istics ics (skil (skilll variet variety, y, interp interpret reting ing the task task identi identity, ty, concent concentrat rating ing on task task signif significa icance nce,, self self manage management ment,, and socializing & self motivation & competition) which impact three critical psychological states (experienced meaningfulness, experienced responsibility for outcomes, and knowledge of the actual results), in turn influencing work outcomes (job performance, w ork output, etc.).

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Methodology: Research Design: This research will use Positivism as the research paradigms as the focus of this research is to test the relationshi relationship p between between two variables namely emotional emotional intelligenc intelligencee and Job performanc performance. e. Quanti Quantitat tative ive resear research ch will will be conduct conducted ed to will will determ determine ine that that what what effect effect does emotio emotional nal intelligence has on job performance. In order to carry the research a cross-sectional method will  be used and the data will be collected at the same time. Survey method will be used to conduct this research.

Sampling technique and Sample: Employees of the Manufacturing concerns will be the sample of this research who has been working for at least one year. Sample size will be 100 employees from different manufacturing organi organizati zations ons will will be select selected ed using using conveni convenience ence sampli sampling ng techni technique que.. All the data data will will be collected at the same time.

Instrument Instrument for data collection : Self administered questionnaires will be used to collect data from the respondents as they quicker and unbiased way of collecting data.

Data collection procedure: Superior University

P a g e | 16 Proper permission from the target organization will be taken with the help of the permission letter from the university. Also permission from the respondent will be taken and they will be assured that their data will be kept confidential; this will help in extracting the best out of them. To get the questionnaire filled, this researcher intends to visit the institutions personally.

We are going to apply standard

1) Descriptive statistics 2) internal reliability coefficients 3) Correlations among the variables that would be calculated. 4) The means and standard deviations for emotional intelligence 5) Cognitive intelligence is going to be calculated close to the normative means 6) Standard deviations of 100 and 15, respectively. 7) chi-square test of the difference in fit  8) Mean. 9) Median. 10) Standard Standard deviation. deviation. 11) Regression Regression analysis. analysis. 12) T-test T-test..

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Time Schedule: The study will take one year. year. The resear research ch action action will be compet competed ed in follow following ing time or  schedule: Sr.

Research Actions

Duration

1.

Review of literature

4 months

2.

Preparation of questionnaire

1 month

3.

Data collection/ questionnaire

1 month

4.

Data analysis

2 month

5.

Finding conclusion, recommendation

2 month

6.

References

2 month

No

Reliability and Validity Superior University

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•

In order to check the Validity of the scale developed I will use the method of  Face validity in which the scale will be shown to other experienced and experts who will

validate the scale. •

Test- rete retest st reliabil reliability ity or  In orde orderr to chec check k the the Reliability of the measur measureme ement nt Test-

successive measurement method will be used. •

A test study will be carried to check the validation of instruments

 Note: Both emotional intelligence and cognitive intelligence were positively correlated with all three dimensions of job performance.

Ethical Considerations Considerations

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The data from the respondent will be kept confidential.

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The data will only be used for research purpose.

•

The participation in the data collection will be completely voluntary and respondents will not be forced for participating

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Research topic will be completely clarified to the respondent.

•

Research findings will be shared with the participants so they can also benefit.

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All possible measures will be taken to assure participants of confidentiality of their  responses

•

The data will not be kept longer than necessary.

Mutual consent form, permission letter and any other written approval if needed will be dually signed by both the researcher and the respondent.

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Delimitations Delimitations and Limitations

Delimitations: 1. This study is restricted to just emotional intelligence and performance of the employees of manufacturing organizations only. 2. This search search is restri restricted cted with with manufacturi manufacturing ng organization organizationss in Lahore Lahore region only. only.

Limitations: 1. Emotional Intelligence is a deep rooted phenomenon which may have more complex antecedents than reward, growth opportunity and employee development.

2. Performance may be affected by more variables than just EI. This aspect can be further  researched. 3. Sample Sample size is very very small small as regards regards the the number of manufac manufacturin turing g organization organizations. s. 4. The findings findings cannot cannot be generalized generalized to to all sectors sectors except manufac manufacturi turing. ng.

Conclusion:

Results of the study will be discussed after the analysis of the data collected from different respondents to check the significance of proposed study. Further the implications of study for   both theoretical and practical purposes will be discussed. Further, scope for future research in this area will be highlighted.

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References •

Brayfield, A. H. and Rothe, H. F. (1951). 'An index of job satisfaction'. Journal of App Guest, D. (2002) . Human resource management, corporate performance and employee

wellbeing: wellbeing: Building Building the worker into HRM. The Journal Journal of Industria Industriall Relations, Relations, 44(3), 335-358.

•

Lied Psychology 35 307-311.

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Brief, A.P. & Aldag, R.J. (1977). The intrinsic-extrinsic dichotomy: Toward conceptual

clarity, Academy of Management Review. 2. 496-500.

•

Campbell, J. P. (1990). Modeling the performance prediction problem in industrial and

organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of  Industrial Industrial and Organizatio Organizational nal Psychology Psychology (pp. 687-732). 687-732). Palo Alto, CA: Consulting Consulting Psychologists Press, Inc.

•

Clement, R.W (1993). "Happy employees are not all alike", Across the Board, Vol. 30

 No.1, pp.51-2.

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•

Creswell j. W. (2003). Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches, 2nd Ed, London: Sage Publications Ltd.

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Gouldner, A. W. (1960). The norm of reciprocit reciprocity: y: A preliminar preliminary y statement. statement. American American

Sociological Review, 25:161–178.

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Guest, D. (2002) . Human resource management, corporate performance and employee

wellbeing: wellbeing: Building Building the worker into HRM. The Journal Journal of Industria Industriall Relations, Relations, 44(3), 335-358.

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Leader ersh ship ip Styl Style: e: Atti Attitu tude dess and and Behav Behavio iors, rs, Hers He rsey, ey, P., Blanc Blancha hard, rd, K.H. K.H. (1993 (1993)) . Lead Prentice Hall, Englewood Cliffs, NJ.

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Herzberg, F., Mausner, B., & Synderman, B.(1959). The Motivation to Work. New

York:

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"Motivati ation on through through design design of work". work". J. R. Hack Hackma man, n, G. R. Oldh Oldham am (197 (1976) 6).. "Motiv Organizational behavior and human performance

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Jiunn-Woei Jiunn-Woei Lian. “Job stress, Job satisfaction and life satisfaction between managerial

and technical personnel”

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Relationship Between Job Stress Stress And Job Joe W. Kotrlik, James E., Bartlett II . “The Relationship Satisf Satisfact action ion Among Among Indust Industria riall And Techni Technical cal Teache Teacherr Educato Educators” rs”,, 2003 2003 Journa Journall of  Career and Technical Education Volume 20, Number 1

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Judge, Timothy A., Parker, Sharon, Colbert, Amy E., Heller, Daniel & Ilies, Remus, (2001). “Job Satisfaction: A Cross-Cultural Review”, in Handbook of Industrial, Work &

Organi Organizat zation ional al Psych Psycholo ology, gy, Volume Volume 2 Organi Organizat zation ional al Psycho Psycholog logy y (Ander (Anderson son et al. edited), SAGE.

•

Jui-Chen Chen. The impact of locus of control on job stress, job performance and job

satisfaction in Taiwan.

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