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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS Studying of the relation between emotional intelligence and job satisfaction with due regard to regulative role of organizational learning capability (Case Study: Saderat Bank in Isfahan province)
Seyed Mohsen Allameh Assistant Professor of Management Group in Isfahan University

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Bagher Asgarnejad Nouri PhD student in Business Management Major (Marketing Trend) Isfahan University Seysd Yasin Tavakoli M.A student in Business Management Major (Financial Trend), Isfahan University, Sayed Ahmad R Shokrani M.A of Industrial Management, Imam Sadiq University Abstract Concepts of emotional intelligence, job satisfaction and organizational learning capability are the most important concepts in the field of organizational behavior and human resources. Correct understanding of these concepts and appropriate applying of related findings could be a competitive benefit for organizations. With due attention to importance of such concepts theoretically and experimentally, the purpose of this research is to study and analyze relations between emotional intelligence and job satisfaction regarding organizational learning capability. The necessary data has been utilized from ninety-five (95) questionnaires that have been distributed among employees and managers of branches of Saderat bank in Isfahan province in order to study these relations. Data analysis reveals there is a significant positive relation between organizational learning capability and job satisfaction and also between organizational learning capability and emotional intelligence. But no reliable and significant results have been found about the impact of organizational learning capability on the relation between emotional intelligence and job satisfaction. Key words: Emotional Intelligence, Job Satisfaction, Organizational Learning Capability. 1. Introduction During the last decade many experts, managers and researchers have paid attention to the subject of emotional intelligence. Also capability of emotional intelligence improvement has been leaded to holding of various educational programs by organizations in order to enhance employees' emotional intelligence level. According to Goleman (2001) emotional intelligence is generally applied to abilities for identifying and regulating of emotions and feelings in ourselves and in others. Salovy and Mayer (1990) have considered emotional intelligence as the ability for supervising our abilities and others' abilities, differentiation among them and using of information to guide individual's meditation and action. Writings of Salovy and Mayer (1990) and Goleman (2001) show the beginning of emotional intelligence scope in academic and operational fields. Establishment of emotional intelligence has attracted an increasing attention to itself in scopes of related literature such as competency management
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(Capaldo et al, 2006). Following such viewpoint, emotional intelligence may be considered as a group of individual competencies that are necessary for organizational performance. Emotional intelligence can affect an individual's success in an organization (Goleman, 2001). Emotional intelligence increases performance and productivity based on the common opinion and obtained evidences from working place (Lam and Kirby, 2002). Although literature related to emotional intelligence denote expert opinions, unpublished articles and studies too much (Ziedner et al, 2004) it has been tried in this article to stress on experimental evidences and importance of emotional intelligence in the working environment. Ziedner et al (2004) state that emotional intelligence could be extremely sensitive to possible factors and contrary to common capabilities it has probably both positive and negative relation with performance depending on field factors. Bar-On's (1997) research is the only research which has reported a moderate relation between sum of emotional intelligence scores and job satisfaction. This direct positive impact could be due to a sample that is collected from individuals at the highest job levels. Abraham (2000) has understood that though emotional intelligence is related to job satisfaction but this relation is regulated by an environmental factor. Therefore we can not consider emotional intelligence as the only criterion for employees' option since the environment should provide independence in decision-making for employees for progress and success in work. Totally it could be said that some individuals with high emotional intelligence are satisfied through their job while some other may not achieve feeling of satisfaction. Such dissatisfaction could be due to some of the intermediate organizational variables. A specific environmental characteristic i.e. organizational learning has been considered in this research as the regulative variable of the relation between job satisfaction and emotional intelligence. Concept of organizational learning has been extremely developed in the field of research and also among the factors during recent years. One of the main reasons for this increasing growth is the importance that organizational learning has in new characteristics of business environment (Dodgson, 1993; Easterby-Smith et al, 1998). Concept of organizational learning capability puts emphasis on the importance of facilitative factors of organizational learning. Goh and Richards (1997) define this issue as organizational and managerial characteristics that facilitate organizational learning or provide the possibility of learning for an organization. Chiva et al (2007) have represented five facilitative factors for explaining of organizational learning capability that are: experiment, risk acceptation, interaction with external environment, conversation and communications and participatory decision making. Purpose of this research is to analyze this issue whether individuals with high emotional intelligence have tendency towards more satisfaction from their job or not with due regard to some of the working conditions that facilitate organizational learning. Understanding of these conditions under which emotional intelligence affects job satisfaction will help to determine its potential importance for organizations especially through modern literature related to competency management. In other words, these new and significant concepts will make competency management and organizational learning difficult. Thus, first theoretical background of emotional intelligence, job satisfaction and organizational learning capability concepts are stated and then experimental background of them is mentioned. Finally, experimental analysis and studying of the above mentioned variables are represented.

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2. Conceptual Background of Research 2.1 Emotional intelligence Emotional intelligence is not a single capability; rather it is a collection of capabilities that include understanding, evaluation and perceiving of our emotions and others' emotions. Relatively emotional intelligence is considered as a collection of capabilities in all definitions. It is a necessary and a relative new and growing research subject for several fields such as business and management. Salovy and Mayer have represented primary theories about emotional intelligence in 1990. Theoreticians have offered many definitions about this concept during the next decades. Goleman (1995) believes that emotional intelligence includes both internal and external elements. Internal elements include amount of self-awareness, self-image, feeling of independence, self-realization capacity and decisiveness. External elements include interindividual relations, easiness in sympathy and feeling of responsibility. Also emotional intelligence contains individual's capacity for accepting of facts, flexibility, ability to solve emotional problems, ability to solve and confront with stress and impulses. Goleman has separated emotional intelligence from IQ and he believes that emotional intelligence forms a better method for using IQ through self-control, enthusiasm, perseverance and self-motivation. He places concept of emotional intelligence in five scopes. In 1998 Goleman represented another definition from emotional intelligence. According to this definition, emotional intelligence is the ability of emotional skills of the individual, perceiving of the most private feelings of others and deliberate behavior in human relations (Ekrami, 2002). The following definitions have been mentioned about emotional intelligence: i. Being informed of feelings and what to do about them. ii. Being aware of good and bad emotions and the manner of obtaining them. iii. Being aware of emotions and controlling of them towards increasing of durability and happiness. iv. Realistic understanding of our emotions as they are occurred. v. Identifying of thoughts and feelings and stating of them in a clear and direct way. vi. Ability of sympathy and feeling of condolence in order to pacify them. vii. Ability of wise decision making and creating of balance between thoughts and emotions and finding out that neither mind nor emotion is suitable singularly. Rather establishing of equilibrium between mind and feelings is the best state. viii. Ability to control emotions and be responsible against them (Dr. Steven, 1997; quoted by Ekrami). Based on a literature analysis Ziedner et al (2004) state there are two models for emotional intelligence: mental capabilities models and synthetic models. Mental capabilities models focus on inherent talent and tendency for emotional information processing as a collection related to understanding of capabilities of emotional information processing and regulating of feelings in an adaptative manner. In this respect emotional intelligence is defined as the ability to control one's ability and others' ability, differentiation among them and applying of information in order to guide thinking and action of the individuals. Those who view emotional intelligence as a collection of skills for processing of feelings (Mayer et al, 1990) try to evaluate emotional intelligence with objective performance tests such as solving of problems and difficulties through recognition of feelings from pictures.

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Synthetic models consider emotional intelligence as a various structure including aspects of personality like ability of perception, simulation, adaptation, understanding and managing of feelings. These models contain motivational factors and emotional states. Bar-On (1997) describes emotional intelligence as a spectrum of unintellectual capabilities, competencies and skills which affect the individual's abilities in order to succeed in comparison with environmental demands and pressures. By these descriptions we can say that emotional intelligence is specified with four components: self-awareness from one's emotions and feelings, social awareness or awareness from others' feelings, management of feelings in ourself and management of feelings in others. Emotional intelligence is a characteristic that is diverse in different persons. It has been observed in this regard that individuals with high emotional intelligence establish relations with better quality. So it is possible to consider emotional intelligence weakness in individuals as a reason for not establishment of effective relations and take action to improve it. The existing weakness in this field is resulted to feeling of dissatisfaction from one's current job and position. 2.2 Capability of organizational learning Capability of organizational learning is defined as organizational and managerial characteristics or factors that facilitate process of organizational learning or makes learning for an organization possible. Importance of factors that facilitate organizational learning deals significantly with literature of the learner organization which is generally focused on developing of normal models in order to create a learner organization. This literature offers a variety of facilitative factors for organizational learning by itself (Easterby-Smith and Araju, 1999) although performed researches in the scope of learner organizations and organizational learning represent factors that facilitate learning (Chiva, 2004). Chiva et al (2007) have identified five facilitative factors of organizational learning after a comprehensive review of the related literature in this field: experience and experiment, risk acceptation, interaction with external environment, conversation and communications, participatory decision making. Experience and experiment could be defined as the level of offering of new ideas and recommendations which has the highest amount of support in organizational learning literature. (Hedberg, 1981; Nevis et al, 1995; Tannenbaum; 1997; Weick and Westly, 1996; Ulrich et al, 1993; Goh and Richards, 1997; Pedler et al, 1997) state that experiment contains testing of new ideas, being curious about the manner of operation of objects or executing of changes in working process. Risk acceptation could be perceived as a range of changes from ambiguity, uncertainty and mistakes. Sitkin (1996) proceeds to a level that he says failure is an essential need for effective organizational learning and finally he studies advantages and disadvantages of success and mistakes. Interaction with external environment is defined as the limit of relations with external environment. External environment of an organization is specified as factors which are beyond direct control of the organization. Environmental features play a main role in learning and some researchers have studied their impact on organizational learning (Bapuji and Crossan, 2004). Conversation is defined as a supportive collective studying and investigating in processes, hypotheses and confidences that adds an experience every day (Isaacs, 1993). Some
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researchers (Isaacs, 1993; Schein, 1993 and Dixon, 1997) have perceived that conversation is a vital and important factor for organizational learning. Although conversation is often considered as a process through which individual and organizational learning are related to each other, but Oswick et al (2000) have proved that conversation creates both individual learning and organizational learning. Participatory decision making is applied to influence level that employees have in the process of decision making (Cotton et al, 1998). Organizations use participatory decision making in order to enjoy effects of increasing of employees' participation attitude, job satisfaction and organizational commitment (Daniel and Billy, 1999; Latham et al, 1994; Witt et al, 2000, Scott-Ladd and Chan, 2004). We can perceive that organizational learning is an inter-organizational process but the learner organization is recalled as a volumetric identity and according to Marcot it is an organization that changes permanently and collectively with power in a way in order to be able to change with the purpose. Considering the above cases, we can perceive that organizational learning is an essential and basic concept that is leaded to creating and preserving of the learner organization. Main backgrounds for governing of learning reflection in different organizations are other important topics in organizational learning that we can point to the following factors: i. Severe tendency towards variation in the organization ii. Dissatisfaction from traditional management iii. Accepting of this fact that knowledge improvement in the organization is a competitive benefit. iv. Change in recognition on behalf of human force's importance in comparison with stable capital in production process v. Increasing of customers' demands level and intensifying of competition in the market.

2.3 Job satisfaction Job satisfaction is normally defined as the emotional reaction of an employee to a job based on comparison of ideal results and real results (Karani et al). Totally, job satisfaction is a degree or amount in which individuals like their job (Spector, 1997). There are many reasons about why we should worry about job satisfaction. One of the most important reasons is that job satisfaction could be leaded to appearing of behaviors from employees and affects organizational performance and efficiency (Rawden, 2002). In this positional approach with regard to job satisfaction (Halkman and Oldman, 1980; Herzberg, 1966) it is perceived that job satisfaction is largely affected by organizational and working conditions. Job satisfaction could be considered both as a collection related to various ways of thinking about different job aspects or dimensions and procedures and as a global feeling about job (Spector, 1997). First, procedural approach has been used to discover what creates job elements of satisfaction or dissatisfaction. This issue could be useful for organizations that intend to identify dissatisfaction aspects for improvement. Second, the global approach will be used to evaluate total job satisfaction in relation with other variables of interests and priorities. Generally, a single criterion is used to evaluate total job satisfaction (Venus et al, 1997). Although using of a single criterion is often dubious, it is not resulted to abusing of reliability and validity (Venus and Richers, 1996; Venus et al, 1997; Ganzach, 1998).

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4. Experimental Background of Research A summary of results of some of the performed studies about the relation between three variables of emotional intelligence, job satisfaction and organizational learning are explained in the following. Quantitative studies have studied the relation between emotional intelligence and job satisfaction. Bar-On (1997) has identified a weak relation between sum of scores of emotional intelligence and job satisfaction. Abraham (2000) finds out that although emotional intelligence has relation with job satisfaction but it is regulated by an environmental characteristic and it is difficult to control it. In this regard Ganzach (1998) has represented a model of relations among wisdom-oriented intelligence (rational), job complication and job satisfaction. Wisdom-oriented intelligence in this study has a direct negative effect and an indirect positive effect on job satisfaction that is regulated by job complication. Ziedner et al (2004) confirm that all qualities of compatibility such as sympathy, altruism and interindividual sensitivities are the main center of emotional intelligence concepts. But such compatibility against effective performance is reduced in jobs requiring severity and hardheartedness. Chiva and Alegre (2008) have identified a positive relation between emotional intelligence and job satisfaction with regulative role of organizational learning. With due attention to the performed researches in this field emotional intelligence may have both positive and negative relation with performance depended on background characteristics. So the first hypothesis of research is shaped according to this. Most researches have analyzed the effect of job characteristics on job satisfaction. Performed researches show that job satisfaction is determined by organizational culture and structure as an output related to work (Ogan et al, 2004; Fraser et al, 2002). Wagner and LePine (1999) have done a meta-analysis approach and have found important impacts of job participation and working performance on job satisfaction. Daniels and Billy (1999) have concluded that participatory decision making increases job satisfaction level. Gaertner (2000) states that leadership behaviors related to team working obligation, challenging of customs and empowering of others have important effects on job satisfaction. Griffin et al (2001) have stated that team working is related directly to understandings of job independence which affect job satisfaction. As it is observed effects of some dimensions of organizational learning capability on job satisfaction has been examined in these studies. Therefore we can expect that there is a positive relation between organizational learning capability and job satisfaction. Thus the second hypothesis of research is formed. We can refer to the following studies about the relation between emotional intelligence and organizational learning capability, although relation of these two variables has not been directly studied in them. Emotional intelligence affects several working behaviors such as employees' commitment, team working, standard development, innovation, quality of services and customers' loyalty (Ziedner et al, 2004). According to Cooper (1997) performed researches reveal that individuals with high levels of emotional intelligence experience more successful job route, establish stronger individual relations and are directed more effectively. Ziedner et al (2004) have explained in this regard that individuals with high emotional intelligence may act successfully in expressing of their interesting ideas, aims and interests. Also emotional intelligence may be related with social skills needed for team working. Secondly, organizational leaders having higher emotional intelligence may affect existing relations in the
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working environment that have impact on individual and group emotional intelligence and organizational commitment. And at last emotional intelligence that affects the individual's capability for success in compatibility with environmental needs and pressures is obviously a main collection of behaviors in order to halter and control pressure-creating working conditions. In spite of the above represented analyses, no research has studied this subject whether emotional intelligence affects a complete group of dimensions of organizational learning capability or not. In addition, organizational learning literature (Capolo and Gabriel, 2001; Scherer and Tran, 2001; Vince et al, 2002; Fineman, 2006) have supported the relation between emotional intelligence and learning process theoretically. So the third hypothesis of research is formed based on this. 5. Research methodology 5.1 Selecting of the Studying Sample and Manner of Data Collection With due attention to the research purpose and applied variables in it, the studying society must have extensive global characteristics and be based on the modern knowledge in which new methods of information technology and the related technology are utilized. Banking industry has been selected as the studying industry by paying attention to these points and employed managers and employees in branches of Saderat bank in Isfahan province are considered as the statistical population. To do this research that has been performed from October to December 2010 one-hundred and five (105) questionnaires were distributed among employed managers and employees in branches of Saderat bank in Isfahan province. Members of the studying sample were selected randomly. Finally ninety-five questionnaires were collected that was equal to ninety percent of distributed questionnaires. It is an acceptable rate for the research. Questionnaire is the tool of data collection in this research. So two questionnaires were used, the first one includes thirty-one (31) questions and measures individuals' emotional intelligence level. This questionnaire is resulted from Scott et al's (1998) emotional intelligence scale and respondents rank their feelings in the framework of the proposed questions according to seven-point likert's scale from totally disagree to totally agree. Sum of scores of all questions forms the total score of the scale which could be in fluctuation from 31 to 217. This one-factor scale has been used successfully in many researches, for instance we can refer to researches of Abraham (2000), Scott et al (2001), Carmeli (2003), Chiva and Alegre (2008). The questionnaire used in this research has an acceptable reliability too. Carmeli (2003), Chiva and Alegre (2008) have calculated cronbach alpha coefficient of 90% and 89% for it respectively which shows high reliability of the questionnaire. Reliability of this research had been tested and confirmed by experienced academic professors in order to be sure about the high reliability and validity of the translated questionnaire. Validity of the questionnaire has been tested and its cronbach alpha coefficient is equal to 87%. The second questionnaire contains fourteen questions (14) which measures organizational learning capability. In order to measure it, organizational learning capability tool of Chiva et al (2007) has been used which has ideal reliability and validity. However, reliability and validity of this questionnaire has been re-studied for more confidence. The measurement criterion for job satisfaction is this question: "how much do you like your job and are satisfied?" which has been ranked on seven-point likert's scale from "I hate it very
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much" to" I like it very much". Maybe it appears that relying on a single question is not correct to measure a variable. But this issue offers a high reliable structure than a multiquestion criterion based on opinion of Venus and Richard (1996), Venus et al (1997), Chiva and Alegre (2008) and no shortage occurs in its reliability.

5.2 Research Hypotheses According to subjects of emotional intelligence, organizational learning capability and job satisfaction that have been explained in the previous section, this research seeks to find out whether organizational learning capability plays an important role in determining of effects of emotional intelligence on job satisfaction or not. Three hypotheses with regard to relation among these three important organizational and individual variables have been studied with due attention to this point specified in figure 1. i. Any change in organizational learning capability regulates the relation between emotional intelligence and job satisfaction. ii. There is a positive relation between organizational learning capability and job satisfaction. iii. Emotional intelligence has a positive relation with organizational learning capability.

Organizational learning capability

Participatory decision making

Communications

Interaction with the environment

Risk acceptation

Experience and testing

Emotional intelligence Figure 1: Conceptual Model of Research 6. Data Analysis

Job satisfaction

As it has been pointed, ninety-five (95) questionnaires were returned from one-hundred and five (105) distributed questionnaires among employed managers and employees in branches of Saderat bank in Isfahan province. The basis of performed analyses in this research is the ninety-five (95) collected questionnaires. Tables 1 to 4 show demographic characteristics of the sample in terms of gender, age, education level and working experience respectively:
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Table 1: Distribution of Employees in Terms of Gender Gender Male Female Total Frequency 88 7 95 Percentage 92.6 7.4 100

As findings of table 1 shows, 92.6 % of employees are men and 7.4 % are women. The main reason for the drastic difference between number of men and women in the selected sample could be due to gender combination of employed population in Iran and also presence of managers and assistant-directors of bank branches in the selected sample that most of the managers in Iran are men. Table 2: Distribution of employees in terms of age Age Under 30 31-40 years 41-50 years Over 51 Total Frequency 20 45 28 2 95 Percentage 21.1 47.4 29.5 2.1 100

Based on findings of table 2, 21.1% of employees are in the age group below 30 years, 47.4% are in the age group of 31-40 years, 29.5% are in the age group of 41-50 years and 2.1% are in the age group of 51 and older. These findings reveal that more than 65% of respondents are in age average below 40 years. Table 3: Distribution of employees in terms of education level Education level Diploma and lower Associates B.A M.A and higher Total Frequency 40 18 34 3 95 Percentage 42.1 18.9 35.8 3.2 100

Based on findings of table 3, 42.1% of employees have diploma license and lower, 18.9% have associates, 35.8% have B.A and 3.2% have M.A and higher licenses.

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Table 4: Distribution of employees in terms of working experience Work experience 1-10 years 11-20 years Over 21 years Total Frequency 23 51 21 95 Percentage 24.2 53.7 22.1 100

Based on findings of table 4, 24.2% of employees have working experience of 1-10 years, 53.7% have working experience between 11-20 years and 22.1% have more than 21 years of working experience. These findings reveal that more than half of the members of the selected sample are in their mid-period of working experience. In table 5, mean, standard deviation, minimum and maximum of the studying variables are shown. It is perceived from these findings that range of emotional intelligence scores is fluctuating between 95 and 200. Range of organizational learning capability scores is fluctuating between 21 and 87. The highest mean is related to conversation and communications component (16.23) and the lowest mean is related to risk acceptation (7.30) among the five criteria for organizational learning capability. Other information related to the studied components is shown in table 5. Table 5: Distribution of mean, standard deviation, maximum and minimum of research hypotheses Studying variables Minimum Maximum Mean Standard deviation Job satisfaction Emotional intelligence Unknown experiences Risk acceptation Interaction with the environment Conversation and communications Participatory decision-making organizational learning capability 3 21 21 87 9.70 53.20 4.95 15.37 1 95 2 2 5 6 5 200 14 14 20 26 3.29 155.53 8.12 7.30 11.83 16.23 0.921 23.31 2.80 2.67 3.59 5.06

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In the following we are going to study research hypotheses with due attention to the purpose of the research that is studying of effect of organizational learning capability on the relation between emotional intelligence and organizational learning capability. Hypothesis 1: relation of emotional intelligence and job satisfaction are regulated by organizational learning capability. In order to study this relation correlation coefficient between emotional intelligence and job satisfaction based on low organizational learning capability and high organizational learning capability has been examined. Tables 6 and 7 and figures 1 and 2 show results of studying of the first hypothesis. Correlation coefficient between emotional intelligence and job satisfaction is not significant on the level of p0.5 based on results of table 6. Therefore, there is no significant relation between emotional intelligence and job satisfaction in terms of low organizational learning capability. Figure 1 indicates this issue too. Table 6: Correlation coefficient between emotional intelligence and job satisfaction in terms of low organizational learning capability correlation coefficient emotional intelligence job satisfaction p 0.150

R 0.211

n 48

According to results of table 7, correlation coefficient between emotional intelligence and job satisfaction is not significant on the level of p0.5. Thus, there is no significant relation between emotional intelligence and job satisfaction in terms of high organizational learning capability. Figure 2 indicates this issue too. Table 7: Correlation coefficient between emotional intelligence and job satisfaction in terms of high organizational learning capability Correlation coefficient Emotional intelligence job satisfaction p 0.212

R 0.185

n 47

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Figure 1: Relation between emotional intelligence and job satisfaction with regulativeness of organizational learning capability

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Figure 2: Relation between emotional intelligence and job satisfaction with regulativeness of organizational learning capability

Therefore, the first hypothesis about the effect of organizational learning capability on the relation between emotional intelligence and job satisfaction is rejected according to the obtained results. And so we can not claim that organizational learning capability is a regulative variable for the relation between emotional intelligence and job satisfaction. This result does not support research results of Chiva and Alegre (2008), since they obtained a strong relation about the effectiveness of organizational learning capability on the relation between emotional intelligence and job satisfaction. Hypothesis 2: there is a positive relation between organizational learning capability and job satisfaction. Pierson correlation coefficient has been used to test this hypothesis. Obtained results demonstrate that correlation coefficient between organizational learning capability and job satisfaction is significant on the level p0.5 based on results of table 8. Therefore, there is a positive significant relation between organizational learning capability and job satisfaction. Findings of this research is compatible with research results of Wagner and LePine (1999), Gartner (2000), Griffin et al (2001), Chiva and Alegre (2008) who have identified a positive relation between organizational learning capability or some
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components of organizational learning and job satisfaction. Statistical results related to testing of the second hypothesis and amount of positive correlation between two variables are shown in table 8. Table 8: Correlation coefficient between organizational learning capability and job satisfaction correlation coefficient job satisfaction R 0.523 job satisfaction p 0.001 n 95

Hypothesis 3: Emotional intelligence has a positive relation with organizational learning capability. Obtained results related to testing of the third hypothesis reveal that correlation coefficient between emotional intelligence and organizational learning capability is significant on the level p0.5. Therefore, there is a positive significant relation between emotional intelligence and organizational learning capability. Findings of this research are compatible with research results of Ziedner et al (2004), Cooper (1997), Chiva and Alegre (2008) who have identified a positive relation between emotional intelligence and organizational learning capability. Amount of positive correlation coefficient between emotional intelligence and organizational learning capability is shown in table 9. Table 9: Correlation coefficient between emotional intelligence and organizational learning capability correlation coefficient R job satisfaction p n

emotional 0.374 0.001 95 intelligence Generally, obtained results of this research show that there is a positive significant relation between emotional intelligence and organizational learning capability and also between organizational learning capability and job satisfaction. But no serious and reliable results that show the regulative impact of organizational learning capability on the relation between emotional intelligence and job satisfaction has been obtained. 7. Discussion and conclusion The first hypothesis about the effect of organizational learning capability on the relation between emotional intelligence and job satisfaction is rejected with due attention to the obtained results. So we can not claim that organizational learning capability is the regulative variable of the relation between emotional intelligence and job satisfaction. This result does not support research results of Chiva and Alegre (2008), since they have obtained a strong relation with regard to effectiveness of organizational learning capability on the relation between emotional intelligence and job satisfaction. Perhaps the most important reason for not obtaining a serious result about this role is the role of intervening and regulative factors like organizational culture and etc. So, it seems necessary to do more researches about the relation between these variables. Obtained results demonstrate that there is a positive significant relation between organizational learning capability and job satisfaction. Findings of this research is compatible with research results of Wagner and LePine (1999), Gartner (2000), Griffin et al (2001), Chiva and Alegre (2008) who
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have identified a positive relation between organizational learning capability or some components of organizational learning and job satisfaction. A positive significant relation has also been obtained between emotional intelligence and organizational learning capability. Obtained results about the relation of these two variables are compatible with research results of Ziedner et al (2004), Cooper (1997), Chiva and Alegre (2008) who have identified a positive relation between emotional intelligence and organizational learning capability. We can propose the following recommendations with due attention to the obtained results of this research: Paying attention to all dimensions of emotional intelligence and organizational learning capability and enhancement of them along each other in the organizations: generally emotional intelligence has a positive and significant impact on individuals' attitude and aspects of organizational learning capability as results of this research show. Implementation of programs in order to improve individuals' emotional intelligence: more favorable conditions are created to improve organizational learning capability among employees and managers through increasing and enhancing of individuals' emotional intelligence level. Helping to individuals in order to improve their ability to control their emotions: controlling of emotions as the dimensional component of emotional intelligence helps individuals to know their emotions and change different working conditions on behalf of themselves. Qualitative and quantitative enhancement of individuals' communications: manner of individuals' communications with others has a significant role in doing of activities. Kind of communications of individuals with each other has a high importance in the working environment with due attention to the need they have to each other in order to perform their works and also by paying attention to their social nature. We can assist individuals in better performing of their activities and as a result to obtain the intended organizational purposes through training of them about the manner of optimal communications' establishment and helping them. Establishment of necessary grounds in order to increase learning capability among the employees: paying attention to these dimensions increase innovation and creativity among employees and enhances their job satisfaction in the long-term.

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