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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JANURAY 2011
VOL 2, NO 9
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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