A RESEARCH ANALYSIS

ON

CHI – SQUARE TEST

Submitted in partial fulfillment for the award of the degree

Master of Business Administration

Chhattisgarh Swami Vivekanand Technical University, Bhilai

Submitted by,

RICHA UPADHYAY

MBA – Semester II

(Session 2019-21)

Approved By, Guided By,

Dr MANOJ VERGHESE Dr. SUSHIL PUNWATKAR

(Head of Department) (Asst. Professor)

Department of Management Studies

Rungta College of Engineering & Technology

Kohka, Kurud Road, Bhilai (C.G.)
 DECLARATION BY THE CANDIDATE

I, the undersigned, solemnly declare that the report of the thesis work entitled “A
STUDY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND
PRODUCTIVITY WRT WORKING CLASS” is based on my own work carried out
during the course of my study under the supervision of Mr. Sourabh Guha.

I assert that the statements made and conclusions drawn are an outcome of my
research work. I further declare that to the best of my knowledge and belief the report
does not contain any part of any work which has been submitted for the award of MBA
degree or any other degree/diploma/certificate in this University or any other University
of India or abroad.

(Signature of the Candidate)

Richa Upadhyay

Enrollment No: BH0495

(i)
 CERTIFICATE FROM THE GUIDE

This is to certify that the work incorporated in the thesis “A study on the relationship
between Emotional Intelligence and Productivity” is a record of research work carried
out by Richa Upadhyay bearing Enrollment No.: BH0495 under my guidance and
supervision for the part fulfillment for the award of MBA Degree of Chhattisgarh Swami
Vivekanand Technical University, Bhilai (C.G.), India.

To the best of my knowledge and belief the thesis

i) Embodies the work of the candidate herself,

ii) Has duly been completed,
iii) Is up to the desired standard both in respect of contents and language for
external viva.

(Signature of the guide)

Sourabh Guha

(Asst. Professor)

(ii)
 ACKNOWLEDGEMENT

Firstly, I would like to thank the almighty God, who bestowed upon me this opportunity
for working on this project and generated the capacity to successfully complete the
research.

I am extremely indebted to my project guide Asst. Prof. Sourabh Guha sir for his
valuable suggestions and guidance, which ensured an in-depth learning and
understanding of the concepts. His inputs from past experiences and practical
interpretation of the problem helped me a lot in comprehending the requirements of the
project. This ensured great learning for me. He was always helpful enough & was
always able to take out some time off his busy schedule to guide me in this project.

I would also like to extend my thanks to all the respondents who spared their valuable
time and helped me in filling up the questionnaire and providing the needed
information. Lastly, I would like to thank all the people who have helped to furnish this
research successfully.

Lastly, I would like to thank my parents for their moral support, and my friends with
whom I shared my day-to-day experience and received lots of suggestions that
improved my quality of work.

(iii)
 TABLE OF CONTENTS

CHAPTER TOPIC PAGE NO.

Chapter 1 Introduction to the Study 1

Chapter 2 Review of Literature 3

Chapter 3 Research Methodology 6

Chapter 4 Data Tabulation, 10

Analysis & Interpretation

Chapter 5 Findings of the Study 13

Chapter 6 Limitations and 15

Conclusion

References 17

Annexure: Questionnaire 18
 CHAPTER – 1

INTRODUCTION TO THE STUDY

“Emotional Intelligence is the ability to sense, understand, value and effectively apply
the power of emotions as a source of human energy, information, trust, creativity and
influence”

-DANIEL GOLEMAN

Emotional Intelligence (EI) must somehow combine two of the three states of mind
cognition and affect, or intelligence and emotion. Emotional intelligence refers to the
ability to perceive, control, and evaluate emotions. Some researchers suggest that
emotional intelligence can be learned and strengthened, while other claim it is an
inborn characteristic. A number of testing instruments have been developed to
measure emotional intelligence, although the content and approach of each test varies.
If a worker has high emotional intelligence, he or she is more likely to be able to
express his or her emotions in a healthy way, and understand the emotions of those he
or she works with, thus enhancing work relationships and performance. Emotional
Intelligence is not about being soft! It is a different way of being smart - having the skill
to use his or her emotions to help them make choices in the moment and have more
effective control over themselves and their impact on others.

Emotional Intelligence allows us to think more creatively and to use our emotions to
solve problems. Emotional Intelligence probably overlaps to some extent with general
intelligence. The emotionally intelligent person is skilled in four areas: Identifying
emotions, using emotions, understanding emotions, and regulating emotions.

Need for the study

Emotional Intelligence helps the employees to increase their emotional self-awareness,

emotional expression, creativity, increase tolerance, increase trust and integrity,
improve relations within and across the organization and thereby increase the
performance of each employee and the organization as a whole. “Emotional

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Intelligence is one of the few key characteristics that give rise to strategic leaders in
organizations”. Emotional intelligence plays a significant role in the organization and
becomes an important criterion of evaluation for judgment of an effective employee and
trust within and across the organization.

Scope of the study

This study is being executed to raise awareness about Emotional Intelligence and
implement training and development programs for employees in organizations which
can help in increasing their Emotional Intelligence and improve overall productivity.

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 CHAPTER – 2

REVIEW OF LITERATURE

Nelis, Quoidbach, Mikolajczak and Hansenne (2009) “Emotional Intelligence

Interventions to Increase Student success” focused on the construct of emotional
intelligence (EI) which refers to the individual differences in the perception, processing,
regulation, and utilization of emotional information. As these differences have been
shown to have a significant impact on important life outcomes. This study investigated,
using a controlled experimental design, whether it is possible to increase EI.
Participants of the experimental group received a brief empirically derived EI training
while control participants continued to live normally. The researchers found a
significant increase in emotion identification and emotion management abilities in the
training group. Follow-up measures after 6 months revealed that these changes were
persistent. No significant change was observed in the control group. These findings
suggest that EI can be improved and open new treatment avenues.

Hopkins & Bilimoria (2008) in his study “Social and Emotional Competencies
Predicting Success for Male and Female Executives” explored the relationship
between emotional and social intelligence competencies and organizational success.
The study illustrates not much of differences between male and female leaders in their
demonstration of emotional and social intelligence competencies and also found that
when it comes to competency demonstration most successful men and women were
more the same than different. However gender did play a reasonable role in the
relationship between the demonstration of these competencies and success. 65
Further male leaders were considered to be more successful, even though male and
female leaders demonstrated the same level of competencies. The four competencies
that divided the most successful male and female leaders from their typical
counterparts were Self Confidence, Achievement Orientation, Inspirational Leadership
and Change Catalyst.

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Koman, E. S., & Wolff, S. B. (2008) “Emotional intelligence competencies in the team
and team leader: A multi-level examination of the impact of emotional intelligence on
team performance”. This study examines the relationships among team leader EI
competencies and team performance. The study was conducted on 349 aircrew and
maintenance military team members participated representing 81 aircrew and
maintenance teams. Results shows that team leader EI is significantly related to the
presence of emotionally competent group norms (ECGN) on the teams they lead, and
that ECGN are related to team performance. The authors also provide three
suggestions. Firstly, Employee leaders with better EI competencies not only increase
their own personal performance but also of the teams they lead. Secondly, by
developing or hiring emotionally competent managers. Finally by developing
emotionally competent first line leaders, organizations should develop emotionally
competent executive leaders because each individual on the executive management
team influences the development of ECGNs on the teams he or she leads.

Carmeli and Josman (2006) “The relationship among emotional intelligence, task
performance, and organizational citizenship behaviors” this research suggests possible
connections between emotional intelligence and positive performance in the workplace.
Researchers say that even though research suggests that there is a connection
between emotional intelligence and positive performance in the workplace, it is typically
based on self reported assessment and it overlooks that work performance is actually
multidimensional. Research suggests that possible connections between emotional
intelligence and positive performance in the work place. Authors noted that task
performance may not reveal the completeness of a leader’s work role. Other behaviors
like maintaining civil relationships and helping subordinates with issues, would also
influence the work performance. Researchers explored two essentials of the leader:
altruism and general compliance could be the reasons that maintain the leader’s
respect from subordinates and could, therefore, impact subordinates’ willingness to
conscientiously perform work for the leader. Researchers conducted a study on 215
employees in different 66 organizations in Israel to see if there was a connection
between emotional intelligence with both altruistic behavior and compliant behavior.

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Data was collected from subordinates and supervisors, as well as the participants,
themselves. Their findings suggest that both altruism and compliance were related to
task performance. Researchers also found that three elements of EI (appraisal and
expression of emotions, regulation of emotions, and utilization of emotions) were
related to task performance and to altruistic behaviors, but only partially to compliance
behaviors.

Goleman (1998) “Working with emotional intelligence” Competency research in over

200 companies and organizations worldwide shows that about one-third of the
difference is due to technical skill and cognitive ability while two-thirds is due to
emotional competence. (In top leadership positions, over four-fifths of the difference is
due to emotional competence).

Bar-On’s (1997) “The Bar-On Emotional Quotient Inventory (EQ-I): A test of emotional
Intelligence” this study portrays social responsibility and empathy as specific
interpersonal skills. Goleman’s 1995 model includes the same empathic awareness
and attunement, this is the skill required to recognizing emotions in others. Knowing
these varying EI models the study of the relationship of EI to moral/ethical behavior
and to values has been inconsistent. The moral/ethics/values dimensions are often
described as part of the basis for educational programs involving EI a well designed
empirical research in this area is very much a necessity.

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 CHAPTER – 3

RESEARCH METHODOLOGY

3.1 Objectives Of The Study

 To determine the relationship between emotional intelligence and productivity in

people belonging to the working class

 To establish the reliability on the factors involved in measurement of emotional

intelligence

 To compare emotional intelligence and productivity among businessmen, service

class and professionals

 To establish a cause-and-effect relationship between Emotional Intelligence and

productivity

Research design

A research design is prepared to state the conceptual structure within which research
would be conducted. The preparation of such a design facilitates research to be as
efficient as possible, yielding maximal information. In other words, the function of
research design is to provide for the collection of relevant evidence with minimal
expenditure of effort, time and money.

Type of research design adopted in this research:

 Descriptive research: Descriptive research includes surveys and fact-finding

enquiries of different kinds. The major purpose of descriptive research is description of
the state of affairs as it exists at present.

Sources of Data

 Primary data: The primary data are those which are collected afresh and for the
first time, and thus happen to be original in character. In this research, the responses
from the respondents are primary data.

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 Secondary data: The secondary data, on the other hand, are those which have
already been collected by someone else and which have already been passed through
the statistical process. In this research, the review of literature is secondary data.

Method of Data collection adopted

Quantitative data collection methods are based on mathematical calculations in

various formats. Methods of quantitative data collection and analysis include
questionnaires with closed-ended questions, methods of correlation and regression,
mean, mode and median and others.

Questionnaires were used in this study as an instrument of data collection.

Sampling

Sampling is a process used in statistical analysis in which a predetermined number of

observations are taken from a larger population.

Probability Sampling: In probability sampling, each population member has a known,

non-zero chance of participating in the study. Randomization or chance is the core of
probability sampling techniques.

 Simple random sampling has been used in this study.

Terminologies

 Sampling location: The area where the survey was conducted. In this study, the
sampling location is Bhilai.

 Sampling elements: The people who responded to the survey. In this study, the
sampling elements are working class people i.e. servicemen, professionals, and
businessmen.

 Sample size: Number of population on whom the survey was conducted. In this
study, the sample size is 100 people.

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3.2 Research Plan

PARTICULARS DESCRIPTION

Research Design Descriptive Research

Research Method Survey

Research Instrument Questionnaire

Sample Location Bhilai

Sample Population Working Class

Sample Method Simple Random Sampling

Sample Size 100

Sources of Data Primary and Secondary

Data Collection Method Quantitative Method

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3.3 Demographic Characteristics Of The Respondents

Number of
Measure Item
Respondents

Age 16 – 30 years 82

30 – 50 years 13

50 – 70 years 4

More than 70 years 1

Category Serviceman 48

Professional 32

Businessman 20

Total 100

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 CHAPTER – 4

DATA TABULATION, ANALYSIS AND INTERPRETATION

4.1 Hypothesis Testing

The research hypotheses are as follows:

There is a positive relationship between

Ha1
Emotional Intelligence and Productivity
Self-awareness has a significant impact on
Ha2
productivity
Self-regulation has a significant impact on
Ha3
productivity
Self-motivation has a significant impact on
Ha4
productivity
Empathy has a significant impact on
Ha5
productivity
Social skills have a significant impact on
Ha6
productivity

4.2 Data Analysis

Test:

The Correlation test was conducted between two variables i.e. Emotional Intelligence
and Productivity on the basis of all the responses provided by the respondents at 1%
level of significance.

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Here X represents Emotional Intelligence and Y represents Productivity.

Correlations

X Y
Pearson Correlation 1 .690**

X Sig. (2-tailed) .000

N 100 100
Pearson Correlation .690** 1

Y Sig. (2-tailed) .000

N 100 100
**. Correlation is significant at the 0.01 level (2-tailed).

Interpretation:
Since the value of p is 0.690, it can be concluded that a positive relationship exists
between Emotional Intelligence and Productivity.

Model:
This model is based on the regression test to check the level of impact each factor of
EI has on productivity.
Model Summary
Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .779a .607 .586 .8289145
a. Predictors: (Constant), X5, X2, X1, X4, X3

Since the value of R Square is .607, it indicates that all the factors of Emotional
Intelligence have 60.7% impact on productivity in total.

Test:

The Regression test was conducted at 5% level of significance.

X1 represents self-awareness
X2 represents self-regulation
X3 represents self-motivation
X4 represents empathy
X5 represents social skills

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 Coefficientsa
Model Unstandardized Coefficients Standardized t Sig.
Coefficients
B Std. Error Beta

(Constant) .841 .631 1.332 .186

X1 .362 .060 .444 6.011 .000

X2 .083 .066 .114 1.261 .211
1
X3 .217 .077 .255 2.830 .006
X4 .208 .069 .244 3.010 .003
X5 -.026 .059 -.030 -.443 .659
a. Dependent Variable: Y

Interpretation:

Since regression analysis was conducted at 5% level of significance. The value of

significance p less than 0.05 is considered as benchmark for acceptance or rejection of
hypothesis.

Hypothesis of factors having significant p value < 0.05 are accepted i.e. those factors
are having impact on productivity.

As there are three variables i.e. X1(Self-awareness), X3(Self-motivation), and

X4(Empathy), whose significant p value is less than 0.05, they have a significant
impact on productivity.

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 CHAPTER – 5

FINDINGS OF THE STUDY

5.1 The Findings Of The Study

Hypothesis Test Statement Result

There is a positive relationship between

Ha1 Accepted
Emotional Intelligence and Productivity
Self-awareness has a significant impact on
Ha2 Accepted
productivity
Self-regulation has a significant impact on
Ha3 Rejected
productivity
Self-motivation has a significant impact on
Ha4 Accepted
productivity
Empathy has a significant impact on
Ha5 Accepted
productivity
Social skills have a significant impact on
Ha6 Rejected
productivity

 There is a positive relationship between Emotional Intelligence and productivity

 Three factors of EI have significant impact on productivity which means those
are reliable factors. They are: Self-awareness, self-motivation and empathy
 Two factors of EI do not have a significant impact on productivity which means
those are unreliable factors. They are: Self-regulation and social skills
 The factors of EI have 60.7% impact on productivity in total
 A cause-and-effect relationship exists between Emotional Intelligence and
productivity where, EI is the cause and has an effect on productivity

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5.2 Comparative Data Of The Level Of Emotional Intelligence And
Productivity Among Servicemen, Professionals, And Businessmen

Businessmen

Productivity
Social skills
Empathy
Professionals
Self-motivation
Self-regulation
Self-awareness

Servicemen

0 2 4 6 8 10

 There is no significant difference in the level of productivity between all the three
categories
 Professionals have higher social skills than businessmen and servicemen
 Businessmen have the highest empathy, professionals have moderate empathy
and servicemen have the lowest empathy
 Professionals have higher self-motivation than businessmen and servicemen
 Professionals have the highest self-regulation, businessmen have moderate
self-regulation and servicemen have the lowest self-regulation
 Professionals have the highest self-awareness, businessmen have moderate
self-awareness and servicemen have the lowest self-awareness

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 CHAPTER – 6

6.1 Limitations Of The Study

 Time factor is the main limitation for the study.

 The research has been centered to a limited number of people.
 The questions asked to measure the Emotional Intelligence and productivity
were in a compressed form as the original number of questions would have
been around 60-100 in each category.
 The respondents may not have been totally honest with their responses as an
attempt to make a good impression.

6.2 Conclusion Of The Study

Emotional intelligence plays an important role for employees in the organization. This
report has created a better understanding about the relationship between Emotional
Intelligence and Productivity. The application of this study will help to increase
organizational commitment, improve productivity, efficiency, retain best talent and
motivate the employees to give their best. This study confirms that emotional
intelligence has an impact on productivity which creates organizational success and
develops competitive advantage for employees. Emotional intelligence will bring in
better adaptability, empathy towards employee, leadership qualities, group rapport,
participative management, decision making, and understanding among colleagues.
Emotionally intelligent organizations can be made through organizational strategies,
leadership skills, development program, self awareness and self management tools.

It can be concluded that emotional intelligence is linked at every point of workplace

performance and individual productivity and it is of utmost importance nowadays.
Hence, to be successful in life Emotional Intelligence plays a vital role.

There are minor differences between the emotional intelligence and productivity level
of servicemen, professionals and businessmen. Professionals and businessmen have
a relatively higher EI and productivity in comparison to servicemen.

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6.3 Recommendations

 Raise awareness about Emotional Intelligence among individuals as well as

organizations
 Management should provide adequate recreational facilities to the employees
which helps the superior and sub-ordinate relationship and mainly reduces job
related stress.
 The management should ensure effective utilization of manpower.
 Open session within every department can be made as a regular practice every
week to know and understand the views of the employees. It can be used to
solve workplace hurdles and it may also serve as a source to get new
productive solution.
 For better organizational climate and culture, the company must start hiring
emotionally matured people and must develop the level of emotional intelligence
among the existing employees, thereby enabling them to face and overcome
tremendous challenges at work.
 Emotional intelligence must be promoted among the employees and managers
by regularly conducting ‘Emotional Competence’ training programs.
 The leaders of the organization must develop emotional stability to ensure the
physical and mental health of the self and that of the serving organization.

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 REFERENCES

Citation from journals:

Carmeli, A., & Josman, Z. E. (2006). The relationship among emotional intelligence,
task performance, and organizational citizenship behaviors. Human Performance, 19,
403-419

• Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotinal intellignece: In search of
an elusive construct. Journal of Personality and Social Psychology, 75, 989-101

• Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books

• Hopkins, M. M., Bilimoria, D. (2008). Social and Emotional Competencies Predicting

Success for Male and Female Executives (1 ed., vol. 27). Journal of Management
Development.

• Koman, E. S., Wolff, S. B., (2008). Emotional intelligence competencies in the team
and team leader: A multi-level examination of the impact of emotional intelligence on
team performance. Journal of Management Development, 27(1).

• Romanelli, F., Cain, J., & Smith, K., M. (2006). Emotional intelligence as a predictor of
academic and/or professional success. American Journal of Pharmaceutical Education,
70(3).

Citation from websites:

https://researchonline.jcu.edu.au/40340/1/40340%20Kannaiah%20and%20Shanthi%2
02015.pdf

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ANNEXURE: QUESTIONNAIRE

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