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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JANURAY 2011
VOL 2, NO 9
(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related to emotional intelligence denote expert opinions, unpublished articles and studies too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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