Journal of Business & Economics

Vol. 9, No. 2 2017, pp, 1-19

Emotional Intelligence and Employee Performance: An

Intervention Based Experimental Study
Muhammad Munira, Rauf I Azamb

Article History: Abstract:

Emotional intelligence (EI) significantly and positively contributes
Received:
towards employees’ task and contextual performance. Previous studies
24 Aug, 2017
have explored this relationship in descriptive and/or cross-sectional
Revised:
research designs which did not establish a true causal relationship. The
19 Nov, 2017
Current study used a longitudinal intervention-based pretest-posttest
Accepted:
experimental design where employees were trained to enhance their
27 Nov, 2018
emotional intelligence which consequently enhanced employee
performance. The study was carried out in a three-stage process
consisting of pretest, emotional intelligence interventions’ implementation
and post-test. As a part of the emotional intelligence interventions, four
emotional intelligence skills (Self-awareness, Self-management, Social
awareness, and Relationship management) were imparted through
training for a duration of five months followed by one month of coaching.
Thirty-six (36) participants with a low level of emotional intelligence had
joined the study voluntarily after submitting an informed consent taken for
training and coaching interventions. The results of paired sample T-Test
showed a significant increase in emotional intelligence scores from
pretest stage to posttest with a medium effect size. Results further revealed
a significant increase in employees’ performance scores of the
participants after their enhanced level of emotional intelligence. Current
study has identified a cost-effective way for the organizations to enhance
employees’ performance. This study has also discussed important insights
for future research in the field of emotional intelligence enhancement
through interventions.

Keywords: Emotional Intelligence, Training, Coaching, Self-awareness,

Self-Management, Social Awareness

1. Introduction
Emotional intelligence (EI) is ground-breaking, paradigm-shattering, and one of
the most influential business ideas of the current era (Goleman, Boyatzis, & McKee,
2013). Emotional intelligence as the ability of a person to monitor one's own and
other people's emotions, to discriminate between different emotions and label them
appropriately, and to use emotional information to guide thinking and behavior
(Goleman, 1996). Organizations consider emotional intelligence as an important skill
due to its significant impact on various aspects of the business community, especially
employee development, employee performance, and productivity (Goleman et al.,
2013). At present, organizations are focusing on emotional quotient (EQ) rather than
a
PhD Scholar, University Institute of Management Sciences, PMAS-University of Arid Agriculture,
Rawalpindi. Email: munir.uaar@gmail.com
b
Vice Chancellor, University of Education, Lahore
 Muhammad Munir, Rauf I Azam

a mere focus on intelligent quotient (IQ) of potential job incumbents along with
academic credentials and work experience (Qualter & Pool, 2018). Goleman (2001)
recommended managers to enhance emotional intelligence in employees for getting a
higher level of performance at the workplace. In the similar context, recent studies
found emotional intelligence as a significant skill boosting job performance (Rexhepi
& Berisha, 2017). Therefore, emotional intelligence has caught the attention of the
scholars with respect to the construct, context and impact. As compared to previous
practices in two recent decades, the scholars not only have put greater emphasis on
markers of emotional intelligence but also have developed methods, techniques and
interventions to teach, learn and enhance it.

1.1. Research Problem

With the worldwide embracement of emotional intelligence in the first decade of
st
21 century, business scholars and practitioners started to put a greater emphasis on
it as an important employee skill during the processes of hiring, promotion, and
employee development. Currently, organizations are facing the problem of relatively
lower level of emotional intelligence in a majority of employees. Although, studies
have recommended various techniques to enhance emotional intelligence of
employees (Goleman & Boyatzis, 2017). But, enhancement of emotional intelligence
techniques remained untapped. Due to this problem, current study has tried to use
training and coaching interventions as an experimental technique to enhance
emotional intelligence and see how it contributes towards enhancement of employee
performance.

1.2. Rationale of the Study

Current study was carried out due to persistent research gaps in the area of the
methodology used to explore association between emotional intelligence and
employee performance. Miao, Humphrey, and Qian (2017) suggested to use a
longitudinal study design rather than a cross-sectional design in measuring a true
causal relationship. They also argued that emotional intelligence was not inherent but
a learnable skill. Another important reason to conduct this study was the presence of
research gaps in the area of emotional intelligence training interventions
development and implementation to enhance the existing level of emotional
intelligence of employees (Goleman & Boyatzis, 2017; Matthews, Zeidner, &

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 Emotional Intelligence and Employee Performance

Roberts, 2017). As the interventions on organizational level are much costly (Sidle,
2008), current study has used individual-focused emotional intelligence
interventions. This study used structured feedback mechanism to evaluate the
transfer of emotional intelligence skills through training as recommended by Sparr,
Knipfer, and Willems (2017) and expanded the use of qualitative research for the
practitioners of emotional intelligence training as recommended by (Baldwin, Kevin
Ford, & Blume, 2017).

Researchers believe that this study is an important contribution towards theory,

practice and methodological advancement in the area of learning and developing
emotional intelligence skills and its significant impact on employee performance.
The current study contributes to the methodological advancement in the study of
emotional intelligence as a learnable skill which can be developed. This study has
used a longitudinal pretest-posttest experimental design rather than using cross-
sectional design which has enabled researchers to cope with the changes occurring
within participants and emotional intelligence phenomenon. The current study has
tried to solve the research problem of enhancing employee performance by finding
out an effective way to enhance employee performance, that is, through developing
emotional intelligence level of employees. After grasping the recommendations for
future research, and analyzing the problem, the objectives were set for this study are,
i) to identify interventions that could enhance emotional intelligence level of
employees, ii) to evaluate effectiveness of emotional intelligence interventions in
enhancing level of emotional intelligence, iii) to evaluate the effect of emotional
intelligence level on employee performance.

2. Literature Review
2.1. Emotional Intelligence
Goleman (2001) defined Emotional intelligence as the ability through which a
person could screen his emotions, other persons’ emotions, differentiate between
various emotions and label them and consequently he might use this emotional
information to guide his thinking and behavior. In the similar context, Mayer,
Roberts, and Barsade (2008) defined emotional intelligence as a skill which could
help a person to accurately perceive, understand, manage and use emotions in
facilitating appropriate thoughts and behaviors. Schutte, Malouff, and Thorsteinsson
(2013) argued that a person was considered to be competent in perception of

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 Muhammad Munir, Rauf I Azam

emotions if he was able to recognize emotions-related voice and facial cues of others
as well as aware of one’s own emotional state and reactions. This is a powerful skill
to understand one’s own emotions, others’ emotions, causes and consequences of
these emotions (Karimi, 2014). An emotionally intelligent person is able to
differentiate between different emotions and devises an accurate and effective plan
of action to respond in different situations and scenarios (Goleman, 1998). He further
argues that an emotionally intelligent person could be an effective handler of others’
emotions by manipulating situations, body language, and conversations to manage
and regulate others’ emotions in a direction, favorable to the situation or goals of the
parties. Being a skill, emotional intelligence can be the competency (Goleman,
1995), ability (Mayer, Salovey, & Caruso, 2004), and the personality trait (Petrides
& Furnham, 2001) of an employee to perceive, understand, utilize, and manage
emotions effectively (Maul, 2012).

There are three major models which include Ability Model, Trait Model, and
Mixed Model. In the ability model, emotional intelligence is considered as an
individual's ability to process emotional information and use it to navigate the social
environment (Mayer et al., 2004). This model considers emotional intelligence as an
ability that can be initiated, developed and enhanced. The model concludes that an
emotionally intelligent person utilizes this ability to calm one’s own emotions down
in every type of difficult situation in a beneficial way. The Trait Model considers
emotional intelligence as a personality trait encompassing through behavioral
dispositions (Petrides & Furnham, 2001). The Mixed Model considers emotional
intelligence as ability and a trait as well (Goleman, 1998). The model defines
emotional intelligence as an array of skills and characteristics.

Current study has used ability model of emotional intelligence (Mayer et al.,
2004) that treats emotional intelligence as the ability of a person to understand and
regulate one’s own emotions, understand emotions of others, and manage the
relationship with others in a beneficial way. This model is most closely associated
with the set of four skills which were imparted during training and coaching
interventions to enhance emotional intelligence level.

2.2. Emotional Intelligence Skills

In the ability model, there are four (04) basic emotional intelligence skills
including self-awareness; self-management; social awareness; and social
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 Emotional Intelligence and Employee Performance

management (Bradberry & Greaves, 2009). Self-awareness is the ability to

accurately perceive one’s own emotions and becoming aware of the emotions as they
happen. It is the mirror of a person’s tendencies while responding to specific
situations and/or people. Self-management is the ability to use awareness of one’s
own emotions to stay flexible and positively direct his/her behavior. It is the practical
phase in which a person controls his/her emotional reactions to specific situations
and/or people. Social awareness is the ability to accurately understand and focus on
other people’s emotions in a true sense. It enables a person to understand and
evaluate others’ emotions irrespective of his/her own emotion. Relationship
management is the ability to effectively use self-awareness and social-awareness
skills while interacting with other people and/or situations. It enables a person to
effectively communicate and resolve conflicts in difficult situations. The first two
skills are related to a person’s own self while the third and fourth skills are related to
the other persons with which a person has interaction. A later study on this array of
skills (Hutchinson & Hurley, 2013) revealed that all four skills are deemed necessary
in a workplace environment. Therefore, the current study used this set of emotional
intelligence skills.

2.3. Can Emotional Intelligence be Learnt and Enhanced?

Fortunately, emotional intelligence can not only be learnt but also enhanced at
any stage in one’s life. But a strong motivation, structured learning situation and
continuous practice is necessary to do so (Goleman & Boyatzis, 2017). Besides
Danial Goleman and his colleagues, there is general agreement of almost all the
leading researchers and psychologists who published in high quality research
journals of the world, upon the notion that emotional intelligence can be taught,
learnt, and enhanced in all age groups and professions (Côté, 2017; Enríquez,
Ramos, & Esparza, 2017; Matthews et al., 2017; Serrat, 2017). Besides empirical
studies, self-efficacy theory supports the notion that emotional intelligence can be
learnt and enhanced. The underpinning theory provides the notion that a person
having belief in his/her abilities, successfully achieves set behavioral goals
(Lipschitz et al., 2018). The current study found that employees had a strong belief in
their abilities that is why they had enhanced their emotional intelligence skills. The
mechanism developed by the theory supported this study during implementation of

5
 Muhammad Munir, Rauf I Azam

emotional intelligence training and coaching interventions to enhance emotional

intelligence level.

Previous studies have recommended complementary approaches of training and

coaching to enhance emotional intelligence level (Goleman & Boyatzis, 2017).
Training is a group-based systematic learning method of transferring skills (Hughes,
Thompson, & Terrell, 2009) while coaching is an individually-focused method of
transferring skills (Parsloe & Leedham, 2009). So, we believe emotional intelligence
to be a skill which can be developed and enhanced through individually focused
interventions. As organizational level interventions are costly and time taking (Sidle,
2008), we have undertaken individually focused interventions. Hence, training
followed by coaching can bring best results by improving weaknesses if left by the
training process. So, the following hypothesis can be asserted:

H1: Emotional intelligence can be enhanced through training and coaching

interventions.

2.4. Employee Performance

Employee performance refers to the achievement of goals in an effective and
efficient manner (Rotundo & Sackett, 2002). It is an individual level variable which
significantly contributes to overall organizational performance (Campbell et al.,
1990). Employee performance is divided into two (02) distinct dimensions of in-role
performance and extra-role performance. In-role performance consists of completing
obligatory job tasks formally required by a job (Williams & Anderson, 1991)
whereas extra-role performance includes organizational citizenship behaviors which
positively contribute in achievement of organizational goals by creating a positive
impact on the social and psychological conditions of an organization (Rotundo &
Sackett, 2002).

2.5. Association between Emotional Intelligence and Employee Performance

Emotional intelligence has direct association with employee performance
(Rexhepi & Berisha, 2017) in almost all types of jobs (Cherniss, 2001). Dulewicz
and Higgs (2000), found emotional intelligence as a key success factor that directly
contributed more than managerial intelligence and intelligence quotient (IQ) in
employee performance. Moreover, emotional intelligence also contributed positively
in overall organizational performance and business success (Bagshaw, 2000).

6
 Emotional Intelligence and Employee Performance

Therefore, employers have started to hire employees with a higher level of emotional
intelligence (Cadman & Brewer, 2001). Besides types of jobs, a wide range of recent
studies have also found such direct association in various service and industries such
as hotel industry (Karimi, 2014), marketing (Bande, Fernández-Ferrín, Varela, &
Jaramillo, 2015), retailing (Sony & Mekoth, 2016), hospital/health services
(Samiuddin, Ahmad, & Kazmi, 2017), and education (Zeidner & Matthews, 2017).
Hence, we believe that enhanced level of emotional intelligence results in positive
outcomes, especially employee performance.

This direct relationship has caught the attention of scholars and practitioners to
discover veiled aspects of construct, context and effects of emotional intelligence (as
it is learnable) and, consequently, enhance employee performance. Therefore,
researchers believed that emotional intelligence skills could be learnt and enhanced
through training and coaching interventions. Enhanced level of emotional
intelligence would positively contribute towards enhancement of employee
performance as an outcome. So, the following hypothesis was developed in this
regard:

H2: Enhanced emotional intelligence positively contributes towards

enhancement of employee performance.

3. Research Methodology
Researchers used one group pretest-posttest experimental research design in
current study to achieve set research objectives. This design enabled researchers to
estimate a true causal relationship between the variables and to evaluate the
effectiveness of implemented emotional intelligence training and coaching
interventions. This design also enabled researchers to compare scores of pre-
interventions implementation stage with post-interventions implementation stage.

Table 1: One Group Pretest-Posttest Experimental Design

Variables Pre-test Interventions Post-test
Emotional Intelligence Y1 X1 Y2
Employee Performance Z1 X2 Z2

3.1. Sample
Population of current study consisted of employees working at different levels in
Islamabad based leading private sector hospital of Pakistan. At pretest stage,

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 Muhammad Munir, Rauf I Azam

researchers took two hundred & sixty-six (266) respondents as sample by using
“Sample Size Table for Given Population” for sample size determination provided
by Krejcie and Morgan (1970). Simple random sampling technique was utilized at
this stage. On the contrary, at posttest stage, there were 36 participants in current
study which was an appropriate sample size for current study as desired by its
research design (Creswell, 1998; Morse, 1994). The convenient sampling technique
was utilized at this stage.

3.2. Compliance with Ethical Standards

During the conduct of current study, researchers complied with the ethical
standards/procedures described as under:

i. Researchers had no real/perceived and direct/indirect conflict of interest.

ii. Researchers observed institutional ethical standards and APA's ethical codes
taken from "Ethics in Research with Human Participants" (Sales & Folkman,
2000).
iii. Informed consents were taken from the participants on “Consent Form”.

3.3. Training Program

There were 126 respondents whose emotional intelligence level needed to be
enhanced. Out of these, only 36 respondents took part into emotional intelligence
training interventions. Researchers manipulated emotional intelligence variable by
implementing training interventions in the light of guidance provided by Bradberry
and Greaves (2009) in the emotional intelligence Appraisal-Me Edition Booklet.
Interventions comprised of 2 interactive group sessions of 2 hours per week. The
following details are provided in this regard:

i. Participants were briefed about emotional intelligence, emotional intelligence

skills, its importance with a special focus on life success and performance at
workplace, skills, and phenomenon of learning & enhancing emotional
intelligence in interactive group sessions. Various websites and books were
recommended to be explored by the subjects.
ii. Self-awareness skill was briefed and imparted to the participants. Two action
plans were executed here. In first action plan, “Practice Watching Your
Emotions like a Hawk” principle was utilized while in second action plan,

8
 Emotional Intelligence and Employee Performance

“Track your tendencies in different emotionally arousing situations” principle

was utilized.
iii. Self-management skill was briefed and imparted to the participants. Three
action plans executed here. In first action plan, “Take an honest look at when
you are being overwhelmed by your feelings” principle was utilized. In
second action plan, “Take the reins and quit letting your emotions lead you
around” principle was utilized. In third action plan, “Get ready for change
because it is waiting around the corner” principle was utilized.
iv. Social awareness skill was briefed and imparted to the participants. Two
action plans were executed here. In action plan, “When you are with other
people, play anthropologist” principle was utilized while in second action
plan, “Check in with someone to see if you are accurately noticing what
he/she is feeling” was required.
v. Relationship management skill was briefed and imparted to the participants.
Two action plans executed here. In first action plan, “Discover the role
emotions play in every situation” principle was utilized while in second action
plan, “get real feedback on relationships from someone you trust” was
required.

3.4. Coaching
Face-to-face coaching sessions were conducted with the participants. The
participants were coached a broader vision of emotional intelligence skills in group
setting. However, questions, queries and feelings were shared in individual settings.
Coaching intervention ended with an appreciation to the participants.

3.5. Measures
At the end of training and coaching interventions, personality traits, emotional
intelligence and employee performance were measured again to get posttest data.
Researchers used measurement scales in current study after getting permission from
the owners of copy rights. A bi-lingual (English and Urdu) version for each
measurement scale was used in this study. The measures included:

i. Emotional Intelligence Scale by Bradberry and Greaves (2009).

ii. Supervisor rated: In-Role Performance Scale by Williams and Anderson
(1991).

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 Muhammad Munir, Rauf I Azam

iii. Supervisor rated: Extra-Role Performance Scale by Farh, Earley, and Lin
(1997).
iv. Ten Item Personality Measure (TIPI) by Gosling, Rentfrow, and Swann
(2013).

3.6. Control Variables

Previous studies have found a significant difference in employee performance of
male and female (Knez & Enmarker, 1998), young and old (Cleveland & Shore,
1992), marital status (Madjar, Oldham, & Pratt, 2002), education (Berg, 1970), and
job experience (McDaniel, Schmidt, & Hunter, 1988). However, results of ANOVA
(p value <0.05) revealed that only marital status was confounding variable in current
study. Hence, researchers controlled this variable during the whole study.

4. Data Analysis
Out of 266 respondents, 126 respondents had lower emotional intelligence level.
The demographic information is provided in the table given below:
Table 2: Demography of Participants
Variable Code Frequency
Male 96
Gender
Female 30
Unmarried 31

Marital Status Married 91

Separated 1
Didn’t Answer 3
18-25 12
26-35 38
Age Group 36-45 26
46 or above 2
Didn’t Answer 48
Matric 1
Intermediate 11
Education Bachelors 39
Masters 68
MS/MPhil/PhD 7
Less than 1 Year 18

Work Experience 1-5 40

6-10 46
11 or above 22

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 Emotional Intelligence and Employee Performance

Personality traits of the respondents showed that majority of the respondents had
personality trait of “agreeableness”. Detailed information is provided in the table
given below:

Researchers checked basic assumptions (parametric or non-parametric) of

normally distributed data, homogeneity of variance, interval data, and independence
before applying inferential statistics for comparing pretest and posttest scores.

Table 3: Personality Traits of Participants

Personality Trait Frequency Percentage
Extraversion 21 16.67
Agreeableness 42 33.33
Conscientiousness 25 19.84
Emotional Stability 20 15.87
Openness to Experiences 18 14.29
Total 126 100

4.1. Normality Analysis

Results of Kolmogorov–Smirnov and Shapiro–Wilk tests are provided in table 4:

Table 4: Normality Analysis

Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
PRE_EI .125 36 .172 .942 36 .057
POST_EI .130 36 .129 .941 36 .053
a. Lilliefors Significance Correction

P-values of Kolmogorov–Smirnov test were more than 0.05 (0.172 and 0.129)
which means that the data sets were normally distributed at pretest stage and posttest
stage. Similarly, insignificant results of Shapiro–Wilk test (p values > 0.05) validated
that the data sets were normally distributed at pretest stage and posttest stage.

4.2. Homogeneity of Variances

Levene's Test for Equality of Variances was used to check the homogeneity of
variance assumption. The results are provided in table given below:

Table 5: Homogeneity of Variances

Levene Statistic df1 df2 Sig.

0.175 1 70 .677

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 Muhammad Munir, Rauf I Azam

Significance p-value of Leven’s test was greater than 0.05 which means that
variances were same (homogenous) at pretest stage and posttest stage.

Table 6: ANOVA
Sum of Squares df Mean Square F Sig.
Between Groups 2.209 1 2.209 9.809 .003
Within Groups 15.760 70 .225
Total 17.969 71

Results of ANOVA table in Levene's Test further revealed that sum of squares
for between groups was lesser than within groups. Hence, researchers concluded that
assumption of homogeneity of variances at pretest stage and posttest stage was
fulfilled.

4.3 Paired Samples T-Test

By analyzing results of assumptions, paired samples t-test was used to evaluate
effectiveness of emotional intelligence training and coaching interventions and trace
significant change in emotional intelligence from pretest stage to posttest stage. The
results are provided in the tables given below:

Table 7: Descriptive Statistics

Mean Std. Deviation Std. Error Mean

PRE_EI 2.6697 .49353 .08226

Pair 1
POST_EI 2.8986 .49329 .08221

The results of descriptive statistics showed that level of emotional intelligence

of participants was enhanced from an average level 2.6697 to 2.8986 (an increase of
0.22889 in emotional intelligence mean score). However, statistical significance of
these results is shown in the table given below.

Table 8: Paired Samples T-Test

Sig. (2-
Paired Differences t df
tailed)
95% C.I of the
Std. Error
Mean Std. Deviation Difference
Mean
Lower Upper
PRE_EI
Pair 1 -.22889 .70443 .11740 -.46723 .00945 -1.950 35 .059
POST_EI

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 Emotional Intelligence and Employee Performance

Results of paired differences showed a significant increase in emotional

intelligence of participants after provision of emotional intelligence training and
coaching interventions. The test [Sig. (2-tailed)] is significant with p-value 0.059 <
0.1 at 90% confidence interval. Researchers also utilized t-value of test statistics to
check the effect size of training and coaching interventions on emotional intelligence
level of the participants.

Effect size =

=
The resultant eta squared value 0.098 showed that training and coaching
interventions had medium effect on emotional intelligence level of the participants
(Cohen, 1988).

4.4. Regression Analysis

Regression analysis was used to see whether enhanced emotional intelligence
positively contributes towards enhancement of employee performance or not. Pretest
and posttest analyses are depicted in regression Model 1 and regression Model 2
respectively. The results are presented below:

Table 9: Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .479a .229 .207 .45939

2 .500b .250 .228 .57634

a. Predictors: (Constant), EI

b. Predictors: (Constant), EI, XEI

The value of R2 (0.229) showed that a total 22.9% of variation took place in
employee performance explained by the model 1. Value of adjusted r-square (0.207)
showed that a variation of 20.7% in employee performance was caused by emotional
intelligence. In model 2, R2 (0.250) showed that 25% of variation took place in
employee performance explained by the model 2. The value of adjusted r-square
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 Muhammad Munir, Rauf I Azam

(0.228) showed that a variation of 22.8% in employee performance was caused by

emotional intelligence.
Table 10: ANOVA
Model Sum of Squares df Mean Square F Sig.
Regression 2.135 1 2.135 10.119 .003b
1 Residual 7.175 34 .211
Total 9.311 35
Regression 3.767 1 3.767 11.341 .002c
2 Residual 11.294 34 .332
Total 15.061 35
a. Dependent Variable: XEP
b. Predictors: (Constant), EI
c. Predictors: (Constant), EI, XEI

Significance value was lesser than 0.05 in both the models (0.003 and 0.002)
which showed that the models were statistically significant. Hence, researchers
rejected null hypothesis that emotional intelligence had no impact on employee
performance in pretest and posttest stages. This cause and effect relationship was
further confirmed by the results given below.
Table 11: Coefficients
Model Standardized Coefficients t Sig.
Beta
(Constant) 1.369 .180
1
EI .479 3.181 .003
(Constant) -.187 .853
2
EI .500 3.368 .002
a. Dependent Variable: XEP
a. Dependent Variable: XEP

Beta coefficients were 0.479 and 0.500 for model 1 and model 2 respectively.
These coefficients were not zero which showed a significant impact of emotional
intelligence on employee performance of the respondents. These results were further
confirmed by their respective t-values (3.181 and 3.368) which were more than 2 and
significance values lesser than 0.05. Hence, hypothesis two developed by this study
was accepted.

5. Conclusion and Recommendations

This study validates the theory of self-efficacy and provides insights about
positive consequences of improving emotional intelligence. Current study found that
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 Emotional Intelligence and Employee Performance

emotional intelligence could be enhanced through provision of emotional

intelligence training and coaching interventions. This finding is similar to the
previous notions developed by the studies of (Enríquez et al., 2017; Goleman &
Boyatzis, 2017; Matthews et al., 2017). Current study also found a significant direct
relationship between emotional intelligence and employee performance which is
similar to the findings of Rexhepi and Berisha (2017). Current study found marital
status as confounding variable which is similar to the findings of Madjar et al. (2002)
who found that employee performance significantly differed according to the marital
status. Hence, researchers, on the basis of findings, conclude that emotional
intelligence is a learnable skill which can be enhanced through provision of
emotional intelligence training and coaching interventions. However, during such
process, subjects must have strong belief in themselves (self-efficacy theory).
Researchers also conclude that enhancement of emotional intelligence can result in
higher employee performance. Therefore, the organizations should consider
emotional intelligence as a key success factor in enhancement of employee
performance. However, they should also provide appropriate weightage to marital
status of the subjects while considering such mechanism of performance
enhancement.
In identifying and designing interventions that could significantly affect
employee performance, organizations generally find themselves marginalized,
because of significant high costs of organization-wide focused interventions. This
calls for identifying those interventions that are individually focused and employ
relatively lower costs with higher returns (Sidle, 2008). The intervention regarding
improving emotional intelligence as identified in the current study could overcome
such organizational constraint. Moreover, interventions of current study could also
bring immediate results for the organizations rather than waiting for a longer period
of time required in reaping the benefits.
In a nutshell, based on identified effects of emotional intelligence on employee
performance, this study suggests that organization must include training programs
with regard to the improvement of emotional intelligence in their overall training
portfolio. Though this study evaluated the impact of emotional intelligence on
employee performance, yet well-being effects of emotional intelligence are far
reaching.

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 Muhammad Munir, Rauf I Azam

Like all other studies, current study also carries some limitations or possible
directions for future research. Current study has used emotional intelligence as a sole
predictor variable of employee performance in an experimental design. Future
studies may also include variables of employee engagement, motivation, and
commitment in similar research design. Secondly, current study has used ability
model of Mayer, Salovey, and Caruso (2004) for the purpose of measurement and
implementation of interventions for enhancement of emotional intelligence. Future
studies may use mixed (Goleman, 2011) and/or trait (Petrides & Furnham, 2001)
models of emotional intelligence or with some combination in similar context with
similar research design in order to compare interventions effectiveness. Thirdly,
current study has assessed emotional intelligence training & coaching needs of the
participants by focusing on motivational factor of rewards as a result of enhanced
employee performance. However, positive transfer of training and coaching needs a
comprehensive focus on every motivational factor. Hence, future studies may
explore those motivational factors with similar research design. Although, current
study meets an appropriate level of internal validity by getting non-extreme scores
and least mortality rate. Future studies need to focus on issues of generalizability and
Hawthorne effects of external validity by just carrying forward current study.

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