Relationships between emotional intelligence and sales performance in Kuwait

This research examines how sales professionals use emotions in marketing exchanges to facilitate positive outcomes for their firms, themselves, and their customers. The authors conduct three field studies to examine the impact of emotional intelligence (EI) in marketing exchanges on sales performance and customer relationships. They find that EI is positively related to performance of real estate and insurance agents, even when controlling for the effects of domain-general EI, self-report EI, cognitive ability, and several control variables. Sales professionals with higher EI are not only superior revenue generators but also better at retaining customers. In addition, the authors demonstrate that EI interacts with key marketing exchange variables—customer orientation and manifest influence—to heighten performance such that high-EI salespeople more effectively employ customer-oriented selling and influence customer decisions. Finally, the results indicate a complementary relationship between EI and cognitive ability in that EI positively influences performance at higher levels of cognitive ability. These findings have implications for improving interactions between buyers and sellers and for employee selection and training.

EmoSocio: An open access sociometry-enriched Emotional Intelligence model

This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.

Purpose: This study investigated the emotional intelligence and work commitment levels of public school administrators (elementary and secondary) in the districts of Candijay, Alicia, Mabini, Anda, and Guindulman (CAMAG), Division of Bohol, for the School Year 2018 – 2019, with the end view of proposing recommendations. Approach/Methodology/Design: Data from 49 participants on emotional intelligence and work commitment are extracted using Schutte Intelligence Scale or Assessing Emotions Scale and Meyer and Allen's Three Commitment Model (TCM) Questionnaire. It espoused a descriptive-correlational research design with the aid of standardized tools. Findings: Results showed that females dominated among the respondents, wherein most of them obtained only a few Master's units. All dimensions of emotional intelligence were rated "Very High," and in general, they obtained "Very High" emotional intelligence level. The research participants have very high affective, continuance, and normative commitment levels. Overall, they possess a "Very High" commitment level. On the other hand, the respondents’ demographic profile (as to age, sex, civil status, highest educational attainment, and length of service as administrator) did not correlate with their emotional intelligence and work commitment levels. Furthermore, a correlation exists between emotional intelligence and work commitment, which implies that emotional intelligence is a determinant of their work commitment. Provident recommendations were given to address the studied phenomenon. Practical Implications: The study aimed to explore if emotional intelligence is a predictor of work commitment. Originality/value: This study investigates the level of intelligence and work commitment of public school administrators.

Emotional intelligence may beneficially affect human life and psychological and social functioning, whereas indirect self-destructiveness exerts a rather adverse impact thereon. The aim of this study was to synthesise the results of research on possible relationships between emotional intelligence and indirect self-destructiveness, emotional intelligence dimensions and indirect self-destructiveness categories, as well as the gender differentiation of relationships between particular dimensions of emotional intelligence and the categories of indirect self-destructiveness. A population of 260 individuals (130 females and 130 males) aged 20–30 years (mean age of 24.5 years) was assessed using INTE, i.e. the Polish version of the Assessing Emotions Scale (AES) and the Polish version of Chronic Self-Destructiveness Scale (CS-DS). The level of emotional intelligence differentiated the intensity of indirect self-destructiveness and vice versa. Emotional intelligence and its factors showed many significant, mainly negative, correlations with indirect self-destructiveness and its categories. Relationships between particular dimensions of emotional intelligence and categories of self-destructiveness differed between women and men. One of the crucial differences was the association between the ability to recognise emotions and transgression. In general, low emotional intelligence can be said to correlate with poor psychological and social functioning, which in turn is associated with indirect self-destructiveness and its categories. It seems advisable to utilise emotional intelligence in the prophylactic and therapeutic work with those suffering from various types of disorders, especially the indirect self-destructiveness syndrome. Knowledge on the differentiation of the said relationships may help properly target prophylactic and therapeutic interventions, adjusting them to a given gender.

What is the secret of human happiness and fulfilment? Philosophers, prophets, and other sages have debated this questioned since ancient times without arriving at a satisfactory resolution. The advance of Psychology in the last century has raised the hope of a scientific answer. Systematic, empirical study of human success and failure will tell us how we should live. Recently Psychologists have proposed that understanding the emotions in oneself and others is the key to a satisfying life. Those people who are self aware and sensitive to others manage their affairs with wisdom and grace, even in adverse circumstances. On the other hand those who are emotionally illiterate blunder their way though lives marked by misunderstandings, frustrations and failed relationships. A scientific understanding of Emotional Intelligence allows us to train our emotional skills so that we can live more fulfilling and productive lives. El refers to the competency to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both negative and positive emotions in self and others. Although the concept first appeared in Psychological literature nearly two and a half decades ago, it is only in the past ten years or so that Emotional Intelligence has received widespread attention. The result is that today there are many models which explain Emotional Intelligence.Review of literature suggests there are five main models of Emotional Intelligence-Mayer, Salovey and Caruso Conceptualization, Bar-On's Model of Emotional Intelligence, Daniel Goleman's Model of Emotional Intelligence, The Four Cornerstone Model of Emotional Intelligence and the Six Seconds' Model of Emotional Intelligence. A brief discussion of these five models will be followed by a comparison among them.Mayer salovey caruso conceptualizationThe work of Mayer Salovey Caruso has been the most influential in scientific genesis. These researchers were the first to publish extensive accounts of El in peer reviewed psychological journals (Mayer, DiPaolo, & Salovey, 1990). These researchers suggest that their specific of the term stresses the concept of an intelligence that processes and benefits from emotions. From this perspective, El is composed of mental abilities, skills or capacities (Mayer, Salovey et al., 1997). A major assumption of the Mayer Salovey Caruso model is that El resembles other forms of ability in terms of concepts, assessment vehicle, developmental trajectories, lawful phenomena associated with patterns of interrelationships with other measures and further empirical instantiations. In this system, El represents an intelligent system for the processing of emotional information and thus it resembles central parts of well established intelligent systems. According to Mayer and Mitchell (1998), an intelligent system consists of a capacity for inputting information and a capacity for processing information, through both immediate manipulation of symbols and reference to expert knowledge. El cuts across the cognitive and emotional systems and is at one time unitary and multidimensional, being sub divisible into four branches.Perceiving Emotions (Branch 1)- The ability to perceive emotions in oneself and others, as well as in objects, art, stories, music and other stimuli.Facilitating Thought (Branch 2)- The ability to generate, use and feel emotion as necessary to communicate feelings or employ them in other cognitive processes.Understanding Emotions (Branch 3)- The ability to understand emotional information, how emotions combine and progress through relationship transitions and to appreciate such emotional meanings.Managing Emotions (Branch 4)- The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth.Multi-branch Emotional Intelligence Scale (MEIS, 1999) was developed for empirical testing of the model. …

Theorists have constructed emotional intelligence differently, based on which the literature reveals different diversified scales to measure emotional intelligence. These scales are quite lengthy to respond and have been criticized for producing varying results. The current paper projects the findings of 3 consecutive studies carried out to summarize and simplify the existing models of emotional intelligence and to produce a brief measure in this regard. Based on the review of the earlier models of emotional intelligence, emotional intelligence was comprehended as an "ability to express and regulate emotions for intrinsic and extrinsic emotional satisfaction". "Emotional Intelligence Scale (EIS)", comprising 12 items in English, was developed and validated through principal component analysis, exploratory factor analysis, and confirmatory factor analysis through a series of 3 consecutive studies which involved 1894 participants from Pakistan. The validity of EIS was tested step by step for its face, content, factorial, convergent, and discriminant validity. The reliability was measured through internal consistency and item-total and item-scale correlations. EIS was revealed to be a valid and reliable scale to measure emotional intelligence through 4 core factors, ie, emotional expression, emotional regulation, intrinsic emotional satisfaction, and extrinsic emotional satisfaction. The additional findings revealed significantly higher levels of emotional intelligence among men as compared to women; significantly positive correlation of emotional intelligence with social intelligence, positive emotional effects, age, and education; and a significantly inverse correlation between emotional intelligence and the negative emotional effects. The current paper reported the development and validation of a new scale on emotional intelligence by comprehending and summarizing the earlier models of emotional intelligence.

Emotional intelligence (EI) has seen a rapid growth in the past decade and affects every aspect of human life. Academic performance is a key indicator of a students’ progress in higher education. This study is rooted in Bar-On et al.’s (2006) model of EI. The research aims to study the relationship between EI and academic performance of MBA students. Review of Literature has been done from 2010 to 2020, which spans across a decade. A total of 25 research articles were reviewed to identify the research gap. A conceptual model was framed and a research objective was identified. Hypotheses were formulated, in line with the objective of this study. This empirical study is based on a sample drawn from 960 MBA students across Karnataka using stratified sampling. Warrier’s EI Scale ( a = 0.887) has been adapted, developed, and utilized for gathering the EI responses from the participants. Pearson’s correlation analysis reports that there is a direct relationship between academic performance and EI ( r = 0.520). The study implicates that EI has a significant influence on academic performance. The findings are relevant to students, teachers, professors, educators, consultants, and parents who need to understand the role of EI in academics. It is recommended that the Ministry of Human Resource Development (MHRD) introduce EI as a subject for high school students, to enhance their academic performance as well as the quality of life. EI is effective and imperative for success in any job. Students deal with the emotions of faculty, non-teaching staff, peers, and family, therefore they need emotional management skills, to handle situations, that make for a healthier, productive, and rewarding life. JEL Classification: I21, J24

The era of globalisation and the rapid advancement of information technology have led to the diversification of occupations, resulting in a high level of job uncertainty. This condition has triggered changes in work demands, requiring employees to be flexible in responding to these changes. Employees who can adapt to their job responsibilities tend to be more flexible in adjusting to career demands. This study aims to examine the role of emotional intelligence in employees’ career adaptability. The research subjects were 113 employees working in the service sector, selected using an accidental sampling technique. The instruments used in this study were the Assessing Emotions Scale (AES) and the Career Adapt-Abilities Scale (CAAS–International Form). The data were analysed using simple linear regression and multiple regression analysis. The results indicated that emotional intelligence had a significant effect on employees’ career adaptability. Emotional intelligence contributed 3.8% to career adaptability. The emotional intelligence dimension that had the strongest influence on career adaptability was the ability to manage others’ emotions, followed by the ability to manage or use emotions, emotion perception, and the ability to manage one’s own feelings.

Background: Healthcare professionals are exposed to difficult situations that lead to increased stress. Higher emotional intelligence can lead to better psychological adaptation and greater self-esteem while lower emotional intelligence may result in hopelessness and stressful behavior. Objective: To examine self-esteem, emotional intelligence, and their relationship with demographic factors among healthcare professionals in Karachi. Methods: A cross-sectional study was conducted among healthcare professionals (N=261) using a self-reported questionnaire. The data was collected through Google forms from April 2021 to April 2022. Spearman correlation and Mann-Whitney U test were applied for inferential statistics and the p-value was fixed at ≤0.05 Results: The mean age of the participants was 28 (IQR=30.00-26.00) years and most of them were females (69%). The median emotional intelligence score of participants was 5.56 (IQR=6.00-4.93) and the median self-esteem score of participants was 29.00 (IQR=30-27). A weak positive correlation was found between emotional intelligence and self-esteem scores (ρ=0.285, p<0.001). Linear regression analysis showed a significant positive association of education (p=0.024) and a significant negative association of profession (p=0.017) with self-esteem. Moreover, it also showed a significant positive association of age (p=0.045) with emotional intelligence. Conclusion: The study results showed a weak positive correlation between emotional intelligence and self-esteem. Furthermore, education and profession were found to be significantly associated with self-esteem whereas only age was found to be significantly associated with the emotional intelligence of the participants.

The relationship between Sales Performance and Emotional intelligence has been a thoroughly researched construct. This study was undertaken to examine the influence of emotional intelligence and self-efficacy on the performance of sales leaders of a FMCG in Nairobi, Kenya. The independent constructs were Emotional Intelligence (EI) and Self-efficacy, and the dependent construct was Sales Performance. The research was a qualitative survey with data collected from sales managers of a bottling company in the non-alcoholic-ready-to-drink (NARTD) industry. Purposive sampling was used to select five Area Sales Managers from the five regional markets which formed the company’s total universe. Data was collected using semi-structured interviews with the five selected managers. The study found that emotional intelligence and self-efficacy indeed influenced the level of sales performance among the sales leaders of the company. It concluded that sales leaders with a higher EI and self-efficacy demonstrated good leadership traits and consequently exhibited high sales performance. The study, therefore, advocates for the development of emotional intelligence and self-efficacy in sales leaders as key enablers to sales excellence.

Since the inception of the concept, researchers have hypothesized that customer orientation plays a fundamental role in explaining sales performance. However, Franke and Park’s (2006) meta-analysis challenged this notion with findings of a nonsignificant effect of customer orientation on objective sales performance. This counterintuitive result was explained by noting that the impact of customer orientation on objective sales measures may be present in the long run. In this research note, we evaluate that notion by testing a model in which customer orientation is used to predict individual rates-of-change in sales performance over time. Longitudinal salesperson performance in dollars, from the database of a direct selling organization, is merged with survey responses and modeled using an emerging method called latent growth modeling (LGM). Results confirm Franke and Park’s findings that customer orientation has a nonsignificant direct effect on the static initial-level aspect of objective sales performance. However, as postulated, customer orientation does show a significant direct effect on longitudinal sales performance trajectories. Our findings also suggest that customer-oriented selling’s nonsignificant direct effect on cross-sectional performance may be due to a fully mediated indirect effect through adaptive selling.

This study explored the relationship between the employability and career support satisfaction and emotional intelligence of a convenience sample of predominantly black (N = 590) South African adolescents (mean age 17, males 43%, females 57%). Data were collected using the South African Employability Inventory (Beukes, 2009) and the Assessing Emotions Scale (Schutte, Malouff, & Bhullar, 2007). A survey design and quantitative statistical procedures were used to achieve the research objective. Multiple regression analyses indicated that emotional intelligence contributes significantly to explaining the proportion of variance in the participants' employability scores. Emotional intelligence and employability were also significantly related to the participants' satisfaction with the career preparation support they received. The findings may be used to inform career services for young adults preparing for the world of work.

This study investigates the influence of emotional intelligence competencies on students’ GPAs and overall academic performance. A structured questionnaire was developed using Daniel Goleman’s model of emotional Intelligence (Self-awareness, Emotion Management, Self-motivation, Empathy & Social Skills). Data were collected using a convenience sampling method from 114 students in the Faculty of Business Studies at Arab Open University, Oman, where around 700 full-time students have been enrolled for the academic year 2022. The study's hypotheses were examined and validated using descriptive and inferential statistical tools such as the "t"-test, ANOVA, and Multiple Regression. The results indicate that, out of the five emotional intelligence skills, the “Social Skill” has the most decisive influence on students' academic performance. Additionally, a significant correlation has been found between students' emotional Intelligence, GPA, and overall academic performance. This study further offers suggestions for improving students' emotional intelligence abilities to improve students’ overall academic performance.

In this chapter, we bridge work on positive organizational scholarship (POS) and emotional intelligence by focusing on their common element—an emphasis on how people navigate social interactions and relationships. We put forth a synthesis—social-emotional intelligence—based on two assumptions: (a) a useful integration of POS and emotional intelligence needs to describe the social context in order to understand when and why people apply their emotional intelligence skills; and (b) a useful model of emotional intelligence needs to be based on agreed upon conceptions of how the mind works—namely, by defining the interaction between intuitive (automatic) and deliberative (controlled) processes that underlie emotional intelligence abilities (e.g., emotional recognition and control). Our synthesis adds flexibility and adaptability to the emotional intelligence process and takes into account how it interacts with the presence or absence of positive organizational environments.