A PROJECT REPORT ON

“A STUDY ON EMOTIONAL INTELLIGENCE AND EMPLOYEE

PARTICIPATION IN DECISION MAKING”

At

ORELL SOFTWARE SOLUTIONS PVT LTD

Submitted in Partial Fulfillment of the Requirement for the

Award of the Degree of
Master of Business Administration
2016 - 2018
of the Mahatma Gandhi University
Submitted by
GINTU MARY EAPEN
Reg.No:84925
Under the Guidance of
Dr. VINCENT VARGHESE
DEAN ACADEMICS

MARIAN INTERNATIONAL INSTITUTE OF

MANAGEMENT
(Affiliated to Mahatma Gandhi University, Kottayam, Kerala)
Kuttikkanam, Kerala -685531
 DECLARATION

I, GINTU MARY EAPEN, hereby declare that the Project Report titled ‘A
STUDY ON EMOTIONAL INTELLIGENCE AND EMPLOYEE
PARTICIPATIO IN DECISION MAKING at ORELL SOFTWARE
SOLUTIONS PVT LTD, submitted to the Mahatma Gandhi University,
Kottayam, Kerala is a record of the original work done by me and no part of it has
been submitted earlier for award of any Degree, Post-Graduation or similar title
of any other University or Institution.

Place:
Date : GINTU MARY EAPEN
 ACKNOWLEDGEMENT

Life cannot be successful without the grace of god, I am grateful towards him to
show up his grace towards me for the successful completion of this study. I would
like to express my regards and thanks to our beloved director, Rev. Fr. P.T Joseph
for his timely guidance and encouragement. I owe my sincere gratitude to my
mentor Dr.Vincent Varghese( Dean Academics) for his continues support and
efforts along with the knowledge and experience. I will be always thankful to
Mr.Saji Chameli (CEO) for availing the opportunity as an intern . I am deeply
grateful To Mrs. Sunitha Joseph (Project Guide) and all the staff in HR
department for their love and support throughout the tenure of study and for
giving me an in-depth knowledge on the various process related to organisation.
Last but not least I offer my love and thanks to my family and friends for the
support and being with me all through the time.

GINTU MARY EAPEN

 INDEX

SL.NO TITLE PAGE NO

1. INTRODUCTION 1-4
1.1 INTRODUCTION OF THE STUDY 1-2
1.2 PROBLEM STATEMENT 3
1.3 OBJECTIVES OF THE STUDY 3
1.5 SIGNIFICANCE OF THE STUDY 3-4
2. PROFILES 5-18
2.1 INDUSTRY PROFILE 5-9
2.2 COMPANY PROFILE 10-14
2.3 PRODUCT PROFILE 15-18
3. LITERATURE REVIEW 19-25
4. RESEARCH METHODOLOGY 26-29
4.1 INTRODUCTION 26
4.2 RESEARCH DESIGN 26
4.3 METHOD OF DATA COLLECTION 27
4.4 TOOLS AND TECHNIQUES OF ANALYSIS 27
4.5 DURATION OF THE STUDY 27-28
4.6 SCOPE OF THE STUDY 28
4.7 LIMITATIONS OF THE STUDY 29
5. DATA ANALYSIS $ INTERPRETATION 30-45
6 FINDINGS RECOMMENDATIONS & CONCLUSIONS 46-49
6.1 FINDINGS 46-47
6.2 SUGGESTIONS 48
6.3 CONCLUSION 49
BIBLIOGRAPHY 50
QUESTIONNAIRE 51-52
 LIST OF TABLES

Table Title Page No

No
5.1.1 Age of respondents 30
5.1.2 Gender of respondents 31
5.1.3 Nature of job 31
5.1.4 Job experience 32
5.1.5 I can recognize my emotions and their effects easily 32
5.1.6 I can judge my self-worth and capabilities 33
5.1.7 I always maintained standards of honesty and integrity 34
5.1.8 I am always forced to meet a standard of excellence 34
5.1.9 I feel comfortable with novel ideas, approaches and new 35
5.1.10 I am always ready to act on opportunities 36
5.1.11 I can analyze groups emotional, current and power 36
relationships
5.1.12 I feel others feeling, perspectives and take an active interest in 37
their concerns
5.1.13 I listen to others openly and send them convincing messages 38
5.1.14 I work with others toward mutual goals 39
5.1.15 In general, how much say or influence do you have or how you 39
perform your job
5.1.16 To what extent are you able to decide how to do your job 40
5.1.17 In general, how much say or influence do you have on what 41
goes on in your group
5.1.18 In general, how much say or influence do you have on decision 41
that effect your job
5.1.19 My superiors keep time and listen to my ideas and suggestions 42
 LIST OF FIGURES

Figure Title Page No

No
5.1.1 Age of the respondents 30
5.1.6 I can judge my self self-worth and 33
capabilities
5.1.9 I feel comfortable with novel ideas, 35
approaches and new
5.1.12 I feel others feelings, perspectives and 37
take an active interest in their concerns
5.1.13 I listen to others openly and send them 38
convincing messages
5.1.6 To what extent are you able to decide 40
how to do your job
5.1.19 My superiors keep time and listen to 42
my ideas and suggestions.
EXECUTIVE SUMMARY

Human resource management attracts, retain, and motivate employees and

successful policy makers always keep them and involve them in strategic and
operational decision making by using their talent and intelligence (Aligning with
the mission, 2004). Those employees who comprehend their emotions can
response wisely on different situations and their decision-making, problem
solving and creativity abilities are stronger and well organized (Scott-ladd, 2004)
Emotional intelligence (EI) is the capability to identify own and others feelings
and utilize this awareness to facilitate own-self and others. Emotionally
intelligent individuals can handle and perform efficiently in problems and
emergencies, as Scott-ladd (2004) argued that emotional intelligence (EI) in
employees is self-awareness and an ability to deal with any exceptional
uncertainty. Creativity, resilience, constructive discontent, rational and stretched
thinking are the other characteristics endowed by an EI person. Harvard Business
School investigated that people with strong self-awareness are neither overly
critical nor plainly hopeful. Somewhat, they are honest with themselves and with
other people who have a high degree of self-awareness know how their feeling
affect them other people and their job performance. Therefore, the aims of this
study, is to give a brief description to employers about the significance of
emotional intelligence and their participation in decision making skills.
 CHAPTER 1

INTRODUCTION
1.1 INTRODUCTION TO STUDY

In the present scenario, cut throat competition, stretched goals, cultural

differences among the diverse workforce and imbalanced work life have led to
increasing level of stress in employees & also in increasing the job
dissatisfaction. This dissatisfaction adversely affects the performance of the
employees and becomes an undesirable and paramount organization problem.
The scientific researchers have shown that the persons with high emotional
intelligent are more adaptive to the environment and more productive for the
organization. Some decisions have greater impacts than others and they aren’t
always easy to make. Decision-making is a skill set that needs to be developed
like any other, and I am no exception to the difficulties of this. However, in order
to make better decisions we need to first understand what influences our current
decisions. Research also reveals that emotional quotient contributes 80% to the
success of the person compared to 20% contribution by intelligence quotient
(IQ). Therefore, EQ is undoubtedly a very important dimension of a person’s
personality. Researchers also suggest that Emotional Intelligence oriented
interventions can be successful tool for making employees more job satisfied and
stress free. By developing our Emotional Intelligence, we can become more
productive and successful at what we do and help others to be more productive
and successful too. The process and outcomes of Emotional Intelligence
development also contains many elements known to reduce stress for individuals
and organizations, by decreasing conflicts, improving relationships and
understanding and increasing stability, continuity and harmony which leads to
the job satisfaction.

To understand the concept of emotional intelligence, it would be useful to

have an idea of what emotions are. The word emotion comes from the Latin word
‘motere’ which means to move. This donates that all emotions induce desire to

1
act. The secret to making smarter decisions that aren’t swayed by your current
emotions, particularly when your emotions are unrelated to the decision at hand
could lie in emotional intelligence, according to a new study. For instance,
“people are driving and it’s frustrating. They get to work and the emotions they
felt in their car influences what they do in their offices. Or they invest money
based on emotions that stem from things unrelated to their investments,” study
researcher Stéphane Côté, a professor in the Rotman School of Management at
the University of Toronto, said in a statement. “But our investigation reveals
that if they have emotional intelligence, they are protected from these biases.”
For the study, researcher evaluate how different levels of emotional intelligence
influence decision-making. In a study, researchers found that anxiety’s effect on
a decision involving risk when that anxiety was unrelated to the decision at hand
seemed to be blocked in people with high emotional intelligence. “People who
are emotionally intelligent don’t remove all emotions from their
decision-making,” Côté said in the statement. “They remove emotions that have
nothing to do with the decision.” Emotional intelligence could play a role in
decision-making by helping people realize their emotions can sway the choices
they make.
For people with low emotional intelligence, on the other hand, anxiety
seemed to influence the decision-making. The researchers said that emotional
intelligence can likely help you stop any emotions not just negative ones, like
stress and anxiety, but also good ones, like excitement from influencing unrelated
decisions. Decisions, especially decisions involving risk, are often guided by
emotions, such as anxiety, that in fact emerge from completely unrelated events.
Positive and negative emotions can both lead to bad decision-making. In this
project study, researcher makes a try to find out the emotional intelligence among
employees which influence their decision making.

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1.2 PROBLEM STATEMENT

In every organisation sometimes, the employees are suffering from some

problem related with decision making. These problems arise due to certain
factors that deal with emotional intelligence. Those factors are self-awareness,
self-regulation, motivation, empathy, social skill. The aim of this study is to find
out the better solution for the problem and suggest some solutions. This study
provides to how people control their emotions & channelize to obtain their goals.
The problem is that EQ is "morally neutral". It can be used to help, protect, and
promote one and others, or it can be used to promote oneself at the cost of others.
In its extreme form,

1.3 OBJECTIVES OF THE STUDY

• To determine the level of emotional intelligence of employees in

workplace
• To check and analyse the effect of the emotional intelligence on the
employee’s participation in decision making.

1.4 SIGNIFICANCE OF THE STUDY

These days there is talk of emotional intelligence being more important for
success in life than mere IQ. In fact, some studies show that among the
ingredients for success, IQ counts for only 10–25%. Also, there is considerable
body of evidence that a person’s ability to perceive, identify and manage
emotions allows him to develop the kinds of social and emotional competencies
that are important for success in almost any job. Such competencies are becoming
more important nowadays because of the greater burdens being placed on one’s
cognitive and emotional resources by today’s work environment.
The Harvard Business Review called emotional intelligence as “a
ground-breaking, paradigm-shattering idea”. Emotional intelligence is a form of

3
social intelligence that involves the ability to monitor one’s own and others’
feelings and emotions, to identify and evaluate them, and use this information to
guide one’s thinking and action. Although the concept of emotional intelligence
has been around for some time now, it got popularized only with the publication
of Daniel Goleman’s book “Emotional Intelligence. Decision making is defined
as the selection of choice of one best alternative. Before making decisions, all
alternatives should be evaluated from which advantages and disadvantages are
known.

This study explains the basics of emotional intelligence as well as the various
components of emotional intelligence. It will also outline how emotional
intelligence has a relationship with decision-making and how emotional
intelligence can have significant impacts on independent decision-making as well
as team decision-making.

It was important to be aware of the effect of Emotional Intelligence and needed to

assess participation of employees in decision making to help them to enforce on
positive emotional intelligence and reduce negative effects in order to keep the
employees in optimal mental status.

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CHAPTER 2
PROFILES
2.1 INDUSTRY PROFILE
INFORMATION TECHNOLOGY IN INDIA
Information technology in India is an industry consisting of two major
components: IT services and business process outsourcing (BPO). The sector has
increased its contribution to India's GDP from 1.2% in 1998 to 7.5% in
2012.[2] According to NASSCOM, the sector aggregated revenues of US$160
billion in 2017, with export revenue standing at US$99 billion and domestic
revenue at US$48 billion, growing by over 13%. USA accounts for more than 60
per cent of Indian IT exports.

HISTORY

India's IT Services industry was born in Mumbai in 1967 with the establishment
of the Tata Group in partnership with Burroughs. The first software export
zone, SEEPZ – the precursor to the modern-day IT park – was established in
Mumbai in 1973. More than 80 percent of the country's software exports were
from SEEPZ in the 1980.

The Indian economy underwent major economic reforms in 1991, leading to a

new era of globalization and international economic integration, and annual
economic growth of over 6% from 1993–2002. The new administration under
Atal Bihari Vajpayee (who was Prime Minister from 1998–2004) placed the
development of Information Technology among its top five priorities and formed
the Indian National Task Force on Information Technology and Software
Development. Wolcott & Goodman (2003) report on the role of the Indian
National Task Force on Information Technology and Software Development.

Within 90 days of its establishment, the Task Force produced an extensive

background report on the state of technology in India and an IT Action Plan with
108 recommendations. The Task Force could act quickly because it built upon the

5
experience and frustrations of state governments, central government agencies,
universities, and the software industry. Much of what it proposed was also
consistent with the thinking and recommendations of international bodies like
the World Trade Organization (WTO), International Telecommunications
Union (ITU), and World Bank. In addition, the Task Force incorporated the
experiences of Singapore and other nations, which implemented similar
programs. It was less a task of invention than of sparking action on a consensus
that had already evolved within the networking community and government.

Regulated VSAT links became visible in 1994. Desai (2006) describes the steps
taken to relax regulations on linking in 1991.In 1991 the Department of
Electronics broke this impasse, creating a corporation called Software
Technology Parks of India (STPI) that, being owned by the government, could
provide VSAT communications without breaching its monopoly. STPI set up
software technology parks in different cities, each of which provided satellite
links to be used by firms; the local link was a wireless radio link. In 1993 the
government began to allow individual companies their own dedicated links,
which allowed work done in India to be transmitted abroad directly. Indian firms
soon convinced their American customers that a satellite link was as reliable as a
team of programmers working in the clients’ office.

Videsh Sanchar Nigam Limited (VSNL) introduced Gateway Electronic Mail

Service in 1991, the 64 kbit/s leased line service in 1992, and commercial Internet
access on a visible scale in 1992. Election results were displayed via National
Informatics Centre's NICNET. The New Telecommunications Policy, 1999"
(NTP 1999) helped further liberalise India's telecommunications sector.
The Information Technology Act, 2000 created legal procedures for electronic
transactions and e-commerce. A joint EU-India group of scholars was formed on
23 November 2001 to further promote joint research and development. On 25
June 2002, India and the European Union agreed to bilateral cooperation in the

6
field of science and technology. India holds observer status at CERN, while a
joint India-EU Software Education and Development Centre will be located
in Bangalore.

Industry Segmentation
IT industry can be broadly classified into three sectors:
➢ Software
➢ IT Services
➢ IT enabled Services (ITeS)- BPO

GROWTH OPPOURTUNITIES IN THE IT INDUSTRY

Growth for the IT industry occurs in two ways
1. By enhancing the domestic sales
2. Escalating the value chain.
The IT industry is predominantly export oriented. It is involved in rendering
lower end services to their clients. Looking at the growth pattern below, it is
observed that the domestic sales are lesser than the exports. Therefore, it is
imperative for the government to take initiative and increase the domestic
consumption. The brand image can be strengthened provided the industry caters o
providing higher- end services.
The industry has led to massive employment generation. It generated about 2.8
million direct employment and 8.9 million indirect employment. The industry
still continues to face challenges from emerging economies like China and
Philippines. The recent global crisis has deeply impacted the US, the developed
economy but, India still managed to register growth during the crisis period
although at a slow rate and bounced back because of the IT sector. Exports
dominate the IT and IT enabled industry and constitute about 77% of the total

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industry revenue. The industry’s share of total Indian exports increased from less
than 4% in FY 1998 to about 25% in the FY 2012. The major “Top Five IT
Service Providers” are Tata Consultancy Services Ltd., Infosys Ltd., Cognizant,
Wipro and HCL Technologies. According to the report, by Mckinsey, named
“Perspective 2020: Transform Business, Transform India” the export revenues of
Indian IT industry will touch US $ 175 billion and the domestic revenue will be
approximately US $ 50 billion by 2020. Therefore, this indicated that the Indian
IT industry will continue to show sustained growth at a rapid pace. The figures
suggest that the IT industry is shining and will continue to do so as well. Series of
scams in IT industry post liberalization and the Satyam episode have made the
regulatory bodies realized the significance and role of Corporate Governance.

Information technology (IT) industry in India has played a key role in putting
India on the global map. IT industry in India has been one of the most significant
growth contributors for the Indian economy. The industry has played a significant
role in transforming India’s image from a slow moving bureaucratic economy to
a land of innovative entrepreneurs and a global player in providing world class
technology solutions and business services. The industry has helped India
transform from a rural and agriculture-based economy to a knowledge-based
economy. Information Technology has made possible information access at
gigabit speeds. It has made tremendous impact on the lives of millions of people
who are poor, marginalized and living in rural and far flung topographies.
Internet has made revolutionary changes with possibilities of e-government
measures like e-health, e-education, e-agriculture, etc. Today, whether its filing
Income Tax returns or applying for passports online or railway e-ticketing, it just
need few clicks of the mouse. India’s IT potential is on a steady march towards
global competitiveness, improving defense capabilities and meeting up energy
and environmental challenges amongst others. IT-ITeS sector in India, with the
main focus on increasing technology adoption, and developing new delivery

8
platforms, has aggregated revenues of USD 88.1 billion in FY2011, while
generating direct employment for over 2.5 million people. Out of 88.1 billion,
export revenues (including Hardware) has reached USD 59.4 billion in FY2011
while domestic revenues (including Hardware) of about USD 28.8 billion.

Government Initiatives:
After the economic reforms of 1991-92, major fiscal incentives provided by the
Government of India and the State Governments, like, liberalization of external
trade, elimination of duties on imports of information technology products,
relaxation of controls on both inward and outward investments and foreign
exchange, setting up of Export Oriented Units (EOU), Software Technology

Parks (STP), and Special Economic Zones (SEZ), has enabled India to flourish
and acquire a dominant position in world’s IT scenario. In order to alleviate and
to promote Indian IT industry, the Government of India had set up a National
Task Force on IT and Software Development to examine the feasibility of
strengthening the industry. Venture capital has been the main source of finance
for software industry around the world. In line with the international practices,
norms for the operations of venture capital funds have also been liberalized to
boost the industry. The Government of India is also actively providing fiscal
incentives and liberalizing norms for FDI and raising capital abroad.

9
2.2COMPANY PROFILE

ORELL GROUP COMPANIES

Founded by three young entrepreneurs in 2008, Orel Group is a global enterprise,
headquartered in Kochi, India, comprising of four companies providing IT
services and solutions in the education sector. The group operates in more than
five countries, with a mission of deploying best-practices that empower
education holistically and add true values to the community. Now Orell Group is
among India's top private sector business houses serving over 3500 clients across
40+ countries. The Group enjoys good reputation with unparalleled trust and
confidence of its satisfied customers, and is one of the successful companies with
young, highly-trained and motivated workforce. Considering geographical and
business factors, the core operations of Orell Group is carried out by its key group
of companies including Orell Technosystems (India) Pvt. Ltd (OTS), Orell
Software Solutions (OSS), Orell Inc. and Orell FZC.

Orell Technosystem (India) Pvt. Ltd. (OTS) is the 'parent' company that was
incorporated in 2008. Although OTS began operations with just the language lab
software, it very soon expanded its portfolio of products and services while
establishing a countrywide presence and an impressive client-base. OTS
concentrates exclusively in the design, development, marketing and sales of
eLearning Solutions only.

Orell Software Solutions Pvt. Ltd. (OSS) was incorporated in 2010 to design,
develop and sell ERP, web applications and customized solutions for the

10
education domain. Both OTS and OSS function from the headquarters at Kochi,
India.

Orell Inc. was incorporated in Denver, Colorado, United States in early 2012 to
effectively cater to the burgeoning Americas and the European markets.

Orell FZC, was incorporated at Sharjah, United Arab Emirates (UAE) in 2013 to
efficiently handle the increased sales in the Middle-East and Africa.

VISION AND MISSION

The cornerstone of our success as a company has been our clarity of vision about
what we would like to achieve or accomplish in the long-term future. This has
served as our guiding light in charting our roadmap for the future.
• VISION

Our Vision is to be the most trusted provider of IT-enabled services and solutions
to the education sector worldwide and be admired for our people, values and
performance.
• MISSION

Our Mission is to identify, design and develop effective tools through continuous
R&D while constantly deploying best-practices that empower education
holistically and are true value-additions to the community. We will
systematically work to predetermine our customers' needs and requirements well
in advance by working in close consultation with educators while striving to
appropriately understand, estimate and exceed their expectations at all times.

NAME AND LOGO

Orell is derived from the Latin word "Orela," which means "Announcement from
God." Since time immemorial, education has always been regarded as a divine
gift to mankind. In ancient Hindu mythology, Goddess Saraswati endows human

11
4
beings with the powers of speech, wisdom and learning. Even in the 21st Century
as Samuel L. Blumenfeld, a well-known American author and educator wrote in
The New American, "What Is Educational Excellence? Without God — Nothing.
Can you have educational excellence without God? On a superficial basis you
can," education is associated with the Divine.

BOARD OF DIRECTORS
Since its inception, Orell has been benefited from a cardinal leadership team -our
dynamic, vigorous and independent board members. Our board comprises
prominent industry directors who utilise their several years of business success
and offer strategic visions that help incessantly strengthen the business and
enable us to better serve our customers. The business and success of the Orell
Group are safe in the hands of our competent Board of Directors. With our
company directors at the helm, we are sure of continuous success.

ORELL TECHNOSYSTEMS
Abubaker Usman is the Managing Director of Orell Technosystems (India) Pvt.
Ltd. the flagship company of Orell group of companies. He has over 15+ years in
the IT industry. After finishing his college education, he was into social work for
two years.
ORELL SOFTWARE SOLUTIONS
Saji Varghese is the Managing Director of Orell Software Solutions Pvt. Ltd., the
founder director of Orell Group of Companies (Orell Technosystems (India) Pvt
Ltd, Orell, Inc & Orell FZC - UAE) and is responsible for the day-to-day global
operations and vision of Orells traffic monetization business. With over 17 years
of hands-on experience in the IT industry, he brings a unique blend of
professional competence and skillful entrepreneurial efficacy in leading Orell. He
holds a Bachelor's degree in Physics, Degree in Education and a Master's in
Business Management from Mahatma Gandhi University.

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15
1
CSR ACTIVITIES
Oréll Group has been actively working with various organizations on corporate
social responsibility activities. We have carried out numerous projects involving
active participation from our team in various sectors including education
programmes, digital literacy projects, software donation, scholarship schemes
and much more.

CSR POLICY
At Orell, we firmly believe that our corporate mission is to develop and deliver
solutions for education industry today and tomorrow with integrated technology
and expertise in digital learning tools, management systems and resources which
not only drives our business activities but also embodies our contributions to
social progress and betterment of our education system around the world.
Our business goals to add value to our customers, employees and stakeholders is
being related to our corporate social responsibility (CSR) to purposefully
contribute to the development of the societies that Orell is a part of and to
endeavour socially helpful initiatives.

VALUES
Team Orell is always guided by the following values. Our values serve as a
compass for our actions and describe how we behave. They describe Orell as we
wish it to be perceived by others.

Quality - We will only deliver provide best-in-class products and services.

Customer Satisfaction - We will be dedicated to delivering 100% customer

satisfaction.

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Leadership

We will each lead through our competence, creativity and team work. In our logo,
the letter 'O' represents the globe and the accented letter 'e' is symbolic of the
Divine intervention on mankind. The red color on the upper hemisphere of the
letter 'O' symbolizes the hardiness and valor while the achromatic color of fine
lightness intermediate between the extremes of white and black in the lower
hemisphere is representative of the little grey/gray dells of the human brain and
the blue signifies vigilance and perseverance in mankind's search for
enlightenment. The Orell brand epitomizes the Orell Way, our Vision and our
Values. It represents everything that we have dedicated ourselves to achieve –-
Empowering Education through cutting-edge technology.

Accountability

We will always account for the highest standards of behaviour.

Honesty

We will be truthful and honest in all our transactions at all times. Our every action
will be a reflection of these values. We believe that putting our values into
practice creates long-term benefits for all our stakeholders, employees, and the
communities we serve.

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2.3 PRODUCTS

1. iTell - Digital Language Lab

Oréll Digital Language Lab is a state-of-the-art offline language learning solution

that delivers optimal results and adds value for educators, students and
institutions of learning. It is a comprehensive, tried, tested and proven solution,
which offers a wealth of advantages over existing Language Lab systems

2. eShelf - Digital Library Software

eShelf is an offline virtual library that stores content digitally (as opposed to
print, microform, or other media) and is accessible by computers. It retrieves
comprehensive yet accurate information that is 100%secure and virus-free,
delivering it instantly at the click of the mouse across the intranet.

3. Schooberry - School / College Management Suite

Orell Schooberry Campus Management Software is a comprehensive, fully

integrated, suite of 24 ERP modules that automate the entire campus management
activities from admission, fee administration, examination, alumni and beyond.
Schooberry Suite comes with a carefully architected and enhanced front end. It
automates the campus management processes thereby improving business
workflows within the campus, reduces training times, increases speed and
accuracy, and minimises costs.

4. eWrite - Online Examination Software

eWrite or online examination software is a completely web-based and interactive

student examination platform, which is highly scalable, easy to manage,
administer and work on. Administering tests digitally has multiple benefits. Tests
can be administered and scored quickly and efficiently. Computerized scoring

15
provides the opportunity for a cost-effective method to create better tests beyond
multiple choice, including simulations and constructed responses.

5. eScholar eLearning Software

eScholar or eLearning software solutions open the virtual door to a superior

quality of education. With eLearning, teachers can provide one-on-one
instruction and mentoring to many students across geographical locations.
Artificially limiting class size, prescribing teacher-student ratios or restricting a
teacher’s ability to serve students at multiple schools ignores the freedom and
flexibility that comes with eLearning.

6. CCE Software

CCE or Continuous and comprehensive evaluation is an education system

newly introduced by Central Board of Secondary Education in India, for students
of sixth to tenth grades. The main aim of CCE is to evaluate every aspect of the
child during their presence at the school. This is believed to help reduce the
pressure on the child during/before examinations as the student will have to sit for
multiple tests throughout the year, of which no test or the syllabus covered will be
repeated at the end of the year, whatsoever. The CCE method is claimed to bring
enormous changes from the traditional chalk and talk method of teaching,
provided it is implemented accurately.

7. CBSE ASL Software

The CBSE ASL software enables the Assessment of Speaking and Listening
(ASL) to enhance students’ performance and the teachers and to carry out the
tests & submissions of the audio files as required by the CBSE Board. Listening,
Speaking & Evaluation as desired by CBSE is incorporated in the software

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8. Library Genie - Library Management Software

School Library Management is a risky and time-consuming task with strenuous

cataloguing and stock taking. Schooberry Library Genie is an all-inclusive ideal
school library management solution to computerize your library collection. Like
a magic, the Schooberry Library Genie keeps precise track of all library recourses
and manage the circulation and preservation of media. With this fully automated
library management solution, your school librarian can catalogue books,
maintain records of book issued, returned, and overdue.
9. Inventory Master - Inventory Management Software

As inventory management is a laborious task, it consumes a lot of time and

money. With time-saving inventory management, you can streamline your school
inventory in a more effective manner. The assets of the school include various
items such as furniture, computer, lab equipments, and other supplies. The
Schooberry Inventory Master Module is a flexible inventory management
software that effortlessly deals with your school’s stock taking and warehousing
needs. It also monitors the items that are transferred between various departments
of the school.
10. Hostel Supervisor - Hostel Management Software

Student accommodation plays a vital role in the administration and profit of a

school. A fully modernised hostel with all the essential provisions according to
the changing needs of the students is the main concern of most schools. But,
hostel supervising involves the complex task of assigning residential facilities to
students and monitoring their movements in and out of the hostel. Schooberry
Hostel Supervisor Module is a fully automated solution which efficiently
manages the entire residential facility in the school. With this Hostel Supervisor,
you can save a good amount of time, effort and money.

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11. Alumni Sleuth - Alumni Management System

Alumni associations are considered as an integral part of a school/college and its

efficient running. It keeps the former students involved, builds attachment to the
school, and thus school can rely on the association members in case of any
financial needs. Schooberry Alumni Sleuth is an interactive platform where
former students can interact among themselves and with the school after their
education.

18
 CHAPTER 3
LITERATURE REVIEW
Emotional intelligence

Emotional Intelligence is the ability to choose the right feeling appropriate to

given solution and the skill to communicate these feeling effectively, it is the
emotional competency which includes awareness of our own emotions ability to
identify and empathize with other’s feelings. Emotional intelligence is an
extremely important factor in decision making. Emotional intelligence deals with
the ability to be aware of one’s own emotions and recognize others as well. We
should also be able to anticipate the impact of such an element on decision
making. One must possess the quality of recognizing others and one’s own
emotional capacities. In our work places, we come across such people every day
and we wonder how they can manage such stressful situations masterfully. The
reason behind being a successful decision maker is to be aware of one’s own self
and also be aware of the feelings of others. Thus, the better we are able to respond
to the emotional needs, the better decision maker we are. Bar-On (1997) argues
that various facets and components of EI have been claimed to contribute to
success and productivity in the work place. Thus, EI is claimed to predict
occupational success because it influences one’s ability to succeed in coping with
environmental demands and pressures.
According to Mayer and Salovey, (1997) criticized that workers capable
with high EI are particularly skilful at designing projects that engross infusing
products with feeling and aesthetics. As measured by Goleman’s (1998),
reference to a study of Bell laboratory engineers in which the top performers were
seemingly more expressively intelligent than their peers while not differing in
level of general intelligence so the extinction of this study support of the
important role of EI in work-related studies has been uncritically accepted.

19
According to Araoz (2007), extent to which candidates’ emotional intelligence is
measured in making top executive hiring decisions has a momentous impact on

the final success or collapse of those executives for further explanation that the
emotionally intelligent manager is competent to contribute in decision making
and think through options and integrate expected reactions of others in order to
improve the quality of decisions.
Goleman (2005) argued that emotional intelligence is the strongest
indicator of human success. Our emotions play a much greater role in thought,
decision-making and individual success. Bar-On (1997) argues that various
facets and components of emotional intelligence have been claimed to contribute
to success and productivity in the work place. George (2000) stated that feelings
are intricately bound up in the ways that people think, behave, and make
decisions. Emotional intelligence refers to one’s ability to be aware of one’s own
feelings and feelings of others, to differentiate among them, and to use the
information to guide one’s thinking and behaviour (Salovey andMayer,1990). It
consists of three categories of abilities; evaluation and expression of emotion,
regulation of emotion and using emotions in decision making. Goleman’s (1998)
argued five dimensions model of emotional intelligence such as Self-Awareness,
Self-Regulation Motivation Empathy and Social Skills these skills in emotional
intelligence are essential for successful leadership. Self-Awareness and its
representative competencies of accurate self-assessment and self-confidence help
emotionally intelligent decision-makers to determine their appropriate role in the
decision-making process (Goleman, 2001; Boyatzis et al., 2000).
Self-management and its behavioural components of self-control,
trustworthiness, conscientiousness, adaptability, achievement drive and initiative
are equally important emotional intelligence skills for decision-makers
(Goleman, 2001; Boyatzis et al., 2000).

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7
 The theory, to sustain interest and to withstand the rigorous demands of
academic research needs to establish itself as distinct from and at the same time
have some correlation to the already proven existing theories of the same field. A

distinct research paradigm emerges when scientists deal with data in a systematic
fashion (Kuhn, 1970). The theory or the model is then subject to severe
discussion, debates and questioning which takes the concept to its maturity.
Unless the theory holds itself good against the Karl Popper‟s Test – that “the
theory has the potential to explain things that other theories cannot, or if it has the
potential to explain things better than other competing theories.” (Emmerling and
Goleman, 2003), it cannot be accepted. Does the theory of EI meet these
standards? As a concept which holds promise for a better society that is tolerant
and empathetic towards the flaws and shortcomings of their fellow humans, the
theory of EI has the added responsibility of proving itself beyond doubt not only
to academicians but also to the non-academic people. As an emerging field,
diverse definitions are proposed to define the concept and it becomes imperative
which EI are we going to discuss.
Although the phrase emotional intelligence has been in literature for a while
even before Payne, (Leuner, 1966, as cited in Petrides, 2011) the concept in its
present form has its roots in Salovey and Mayer‟s construct of 1990. The concept
was welcomed as new and if proven, a path breaking find. But, the current
popularity of the theory owes itself to Daniel Goleman‟s book „Emotional
Intelligence – Why it can matter more than IQ‟ (1995). Following the popularity,
innumerable constructs have been proposed (many not based on empirical data –
Goleman‟s book itself was not strictly based on researched and tested data).
Active research and interest in this field has led it to its current position where the
theory has forked into two different approaches – Mayer and Salovey‟s „ability‟
model and Goleman and Bar-On‟s „mixed‟ models. Currently, Goleman‟s
model is referred to as a competency model and Bar-On‟s as a trait model.

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9
Knowledge of the salient features of emotional intelligence or EI will help in the
making of a good decision. The features include self-awareness, self-regulation,
social skills, motivation and empathy

Self-awareness and motivation

Zeidner and Roberts (2002), to have perfect in management skills, the best place
to start is self-awareness. Self-awareness means knowing once values,
personality traits, needs, emotions, strengths, weaknesses, etc. with a sense of
whom you are and a vision of the person you want to become is plan for
professional or personal development can be created. Besides, self-awareness
allows encouraging yourself and managing the stress better, helps in decision
making, and helps you to lead and motivate others more successfully. Further
Grover (2003) explained that self-awareness helps managers to take decisions
and see gaps in their management skills, which endorse skills development. But
self-awareness also helps managers find situations in which they will be most

22
9
effective, assists with spontaneous decision making, and aids stress management
and motivation of oneself and others.
Empathy
Williams and Sternberg (1988), individuals high in empathy are more
capable of relating to other group members within a professional organization. In
addition, Salovey and Mayer (1990) argue that the ability to empathize with
others and relate to the feeling of others plays an important role in the formulation
of superior goals, plans, and strategies. Empathic ability is predominantly vital
when the dilemma to be solved require resolution of conflicting opinions in such
a manner that are adequate to different people working within a same
organization. People who are not empathic find it difficult to estimate proper
responses to socially serious circumstances; these parties also need aptitude to
adapt social deeds to the professional situation, thus failing to include other
people’s needs and feelings in to their own conceptualization of socially pertinent
behaviour. This pursues sensibly from the fact that heeded to make one more
sympathetic in allowing another’s proposal for change, since a spirit of sharing
and justice is recognized. Inside the organizational context, according to Huy
(1999) emotional experiencing and empathy refer to qualities of an
organization’s efforts to identify emotions aroused during radical change, to
accept and internalize them, and to act upon them at a deep level of
understanding.
Self-regulation
Goleman (1998) argues that the process of motivation, negotiation and
communication involves helping others and to control their emotions, resolve
their disagreements and be motivated (emotional mentoring). To help others to
manage their emotions, it is crucial to, keep one’s own emotional perspective,
knowing how to relaxed an out-of-control person, be a supportive listener and
help with goal planning and implementation. Basic on component of emotional
intelligence is to understand and handled other’s emotions.

23
Social skills
According to Boyatzis et al. (2000), to success in the organization
environment emotional and social competencies are important. Collectively
advancing these competencies are clearly advocates of mixed rather than ability
models of EI.

Social skills training interventions often focus on the cognitive aspects of

learning and practicing new skills to improve student behaviours and responses.
While this is certainly important, there remains another dimension in learning
that is frequently ignored. Puurula et al. (2001) report that there is an important
aspect of the educational process that focuses on the affect, or feelings, beliefs,
attitudes, and emotions, of the students. Bavolek (2005), also suggested that
learning occurs on both a cognitive and an affective level. The situations that
individuals experience provoke in them both knowledge or information and
feelings or attitudes (Bavolek, 2005). Therefore, negative experiences have
lasting effects and can be observed in a 12 individual's behaviors (Bavolek,
2005). On a more positive note, evidence suggests that when the affective domain
is actively addressed during the instruction of any type of lesson, students
experience increases in both their affective and academic processes (Puurula et
aI., 2001). Students seem to learn more and experience better retention of the
material being studied if the lesson connects to both the affective and cognitive
dimensions of student's learning (Puurula et aI., 2001). Bavolek (2005) strongly
urged that in order for an intervention to be successful, it must target both the
cognitive and affective levels of learning. Therefore, effective social skills
training interventions need to include an affective component that cues students
into the emotional responses they have in relation to the practice and use of these
new skills.

24
Decision making
McGrail (1978) explains that decision-making is generally done in six steps,
which are, identify the problem, define alternative solutions, gather all pertinent
information, weigh the alternatives, make the decision and follow up the
decision. Prahalad (1997) criticized; one of the major problems in participation of
effective decision making is that all the literature and consultants have suggested
that emotions and passion be taken out of management.
They believe that strategy is entirely analytical exercise. An emotionally
competent person is more aware of himself. Fratzscher (2005) explains that the
effectiveness of communication cannot be possible without decision making
process. Mayer et al. (2000) and Bunker (1997) argue that process to manage
effectively with huge change, all members of organization need to be eagerly
involved in monitoring and managing their own and others emotional reactions.
Black and Gregersen (1997) developed six dimensions of participation in
decision making, which are rationale, formal and informal participation, direct
and indirect participation, decision issues for participation, degree of
involvement and process of decision-making. According to Black and Gregersen,
employee’s performance can be increased by giving an opportunity to
participation in planning, target setting and evaluating results.
Decision making is about deliberately choosing an option from two or more
options in a proactive manner, under conditions of uncertainty, in order to reach a
specific goal, objective or outcome with the least amount of risk (Cervone, 2005).
Managers, sometimes, see decision making as their central job because they must
constantly choose what to be done, who is to do it, when, where and occasionally
even how it will be done (Weinz & Koontz, 1993).

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3
 CHAPTER 4
RESEARCH
METHODOLOGY
4.1 MEANING OF RESEARCH
Research is a common term refers to a search for knowledge one can also
design research as a scientific and systematic research for information on a
specific topic.
According to Clifford Woody “Research comprises of defining and
redefining problems, formulating hypothesis, collecting, organizing and
evaluating data, making deduction and research conclusions and at
last carefully testing conclusions to determine whether they fit the
formulating of hypothesis”.
Research methodology
Research methodology is a science. It is a method that can be used to
solve the research problems. It helps in studying how research is done
scientifically. Research methodology provides various steps that can be
adopted by the researcher in studying his problem. Research
methodology has many dimensions. It includes not only research but also
considers the logic behind those methods. Research methodology
describes the entire procedure.
4.2 Research Design

The study was of descriptive in nature. Researcher only had 2 months to research,
2 weeks of which were spent creating a survey and obtaining data. The total
population consist of 260 Employees of Orell Software Solutions Pvt Ltd. From
the population a sample of 50 was selected. Data was collected through
self-structured questionnaire. Books, internet web sites, journals etc. were used as
a source of secondary data. MS-Excel, SPSS, Ms-word was used to list and store
the data. This research design is purely and simply the framework or plan for a
study that guides the collection and analysis of the data.

26
34
4.3 Method of data collection
A researcher can collect his required information from the two
sources namely primary and secondary. Thus he is provided with
two types of data known as primary and secondary data.

Primary Data
Primary data are those which are collected for a specific
purpose from the field of enquiry and are thus original in nature.
For the project primary data were collected mainly through survey
method, using the tool questionnaire. While administrating the
questionnaires, the objectives of the study and the method of filling
the questionnaire had been explained to the respondents personality.
Necessary classifications have been given for the terminology used in
the questionnaire.
Secondary Data
Secondary data are those information’s which have been already
collected by others for a specific purpose and are subsequently
used for applications in different conditions. Here the secondary data
were obtained from:
1. Various records and journals of the organization.
2. Various text books, registers etc.
3. Website of the organization
4.4 Tools and Techniques of analysis
Software tool used for project presentation: SPSS
4.5 Duration of the study
The study was carried out for a period of one month from April 1 to May 31
2018. The selected area for the study was Orell Software Solutions Pvt Ltd. There

27
36
were 50 respondents. During the study the researcher personally met the
respondents and collected the information through personal interview and
structured questionnaire. To some respondents who were reluctant to respond the
researcher explained the purpose and got the information.

4.6 SCOPE OF THE STUDY

The study gives an idea about the Emotional intelligence and employee
participation in decision-making. It allows determining the level of emotional
intelligence of employees in workplace and to check and analyse the effect of the
emotional intelligence on the employee’s participation in decision making. This
study helps to know the relation between the emotional intelligence and
participation in decision-making of the employees. The scope for the
organization whose employees, if they are lacking in their participation in
decision making due to low level of emotional intelligence, they can help them to
increase their emotional intelligence. This study also helps in future why some
employees are in participation in decision making while others are not. The
organization can choose a strategy and actions to improve the participation in
decision making of their employees.
Human resource management attracts, retain, and motivate employees.
Successful policy makers always keep them and involve them in tactical and
operational decision making by using their talent and intelligence. Those
employees who comprehend their emotions, can respond wisely on different
situations and their decision-making, problem solving and creativity abilities are
stronger and well organized Emotional intelligence (EI) is the capability to
identify own and others feelings and utilize this awareness to facilitate own-self
and others. Emotionally intelligent individuals can handle and perform efficiently
in problems and emergencies.

28
4.7 LIMITATIONS OF THE STUDY
➢ The executives and employees had only limited time to spend because of
the busy schedule of work. It also affected primary data collection.
➢ Some data sought were not given, since they were confidential in nature.
➢ A deeper analysis of the organization might have been done if the duration
is more than the duration is more than two months. On this context time
may be considered as a constraint for the study

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36
 CHAPTER 5
DATA ANALYSIS AND
INTERPRETATION
5.1 INTRODUCTION
Data analysis is the process of developing answers to questions through the examination and

interpretation of data. The basic steps in the analytic process consist of identifying issues, with

the availability of suitable data, SPSS is the statistical tool which I used to analyse my research

instrument.

DATA ANALYSIS
5.1.1Age of Respondents
Table (5.1.1)

Frequency Percentage
25-35 years 13 26.0
36-45 years 30 60.0
46 above 7 14.0
Total 50 100.0

Chart (5.1.1)

Interpretation: 26% of the respondents falls under the category of 25-35 years, 60% of the
respondents have age between 36-45 years and remaining 14% of respondents have the age of
46 and above.

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33
8
5.1.2 Gender of Respondents
Table (5.1.2)

Frequency Percent
Male 26 52.0

Female 24 48.0

Total 50 100.0

Interpretation: The above chart shows that male respondents are more when compared to the
female respondents in the organization.

5.1.3Nature of job
Table (5.1.3)

Frequency Percent
Permanent base 34 68.0
Contractual base
16 32.0

Total 50 100.0

Interpretation: It is clear from the above analysis that 68% of respondents falls under the
category of permanent workers and remaining 32% of respondents works on contractual basis.

31
34
04
5.1.4 Job experience

Table (5.1.4)

Frequency Percent
Less than 2 years 9 18.0
More than two years
41 82.0

Total 50 100.0

Interpretation: From the above analysis it is clear that 82% of the respondents falls under the
category of job experience more than 2 years and remaining 18% of the respondents have
experience less than 2 years.

5.1.5 I can recognize my emotions and their effects easily

Table (5.1.5)

Frequency Percent
Neutral 13 26.0
Agree 29 58.0
Strongly agree 8 16.0
Total 50 100.0

Interpretation: From the above analysis 58% of the respondents agree that they can recognize
their emotions and effects easily, 16% of the respondents strongly agree with the statement and
the remaining 26% of the respondents shows a neutral opinion.

32
=2
42
5.1.6 I can judge my self-worth and capabilities

Table (5.1.6)

Frequency Percent
Neutral 8 16.0

Agree 30 60.0
Strongly agree 12 24.0
Total 50 100.0

Chart (5.1.6)

Interpretation: From the above analysis 60% of the respondents agree that they can judge
their self-worth and capabilities, 24% of the respondents strongly agree and the remaining 16%
of respondents shows a neutral opinion.

33
5.1.7 I always maintained standards of honesty and integrity

Table (5.1.7)

Frequency Percent
Neutral 12 24.0
Agree 23 46.0
Strongly agree 15 30.0
Total 50 100.0

Interpretation: From the above analysis 46% of the respondents agree that they always
maintain standards of honesty and integrity, 30% of respondents strongly agree with the
statement and remaining 24% of the respondents shows a neutral opinion.

5.1.8 I am always forced to meet a standard of excellence

Table (5.1.8)

Frequency Percent
Disagree 2 4.0
Neutral 19 38.0
Agree 24 48.0
Strongly agree 5 10.0
Total 50 100.0

Interpretation: From the above analysis 48% of the respondents agree with the statement “I
am always forced to meet a standard of excellence”,38% of the respondents shows a neutral
opinion, 10% of the respondents strongly agree, and remaining 4% of the respondents disagree
with the statement.

34
=2
42
5.1.9 I feel comfortable with novel ideas, approaches and new

Table (5.1.9)

Frequency Percent
Disagree 3 6.0
Neutral 18 36.0
Agree 21 42.0
Strongly agree 8 16.0
Total 50 100.0

Chart (5.1.9)

Interpretation: From the above analysis 42% of the respondents agree with the statement ‘I
feel comfortable with novel ideas, approaches and new’, 36% of the respondents shows a
neutral opinion, 16% of the respondents strongly agree and the remaining 6% disagree with the
statement.

35
44
6
5.1.10 I am always ready to act on opportunities

Table (5.1.10)

Frequency Percent
Neutral 4 8.0
Agree 38 76.0
Strongly agree 8 16.0
Total 50 100.0

Interpretation: From the above analysis 76% of respondents agree with the statement “I am
always ready to act on opportunities”, 16% of the respondents strongly agree and remaining
8% of the respondents shows a neutral opinion.

5.1.11 I can analyse groups emotional, current and power relationships

Table (5.1.11)

Frequency Percent
Neutral 18 36.0
Agree 18 36.0
Strongly agree 14 28.0
Total 50 100.0

Interpretation
From the above analysis 36% of the respondents agree with the statement “I can analyse groups
emotional, current and power relationship”, 36% of the respondents shows a neutral opinion
and remaining 28% of the respondents strongly agree with the statement.

36
7
5.1.12 I feel others feelings, perspectives and take an active interest in their concerns

Table (5.1.12)

Frequency Percent
Neutral 12 24.0
Agree 28 56.0
Strongly agree 10 20.0
Total 50 100.0

Chart (5.1.12)

Interpretation: From the above analysis 56% of the respondents agree with the statement “I
feel others feelings, perspectives and take an active interest in their concerns”, 24% shows a
neutral opinion and remaining 20% strongly agree with the statement.

37
5.1.13 I listen to others openly and send them convincing messages

Table (5.1.13)

Frequency Percent
Disagree 2 4.0
Neutral 14 28.0
Agree 26 52.0
Strongly agree 8 16.0
Total 50 100.0

Chart (5.1.13)

Interpretation: From the above analysis 52% of respondents agree with the statement “I listen
to others openly and send them convincing messages”, 28% of the respondent’s shows a
neutral opinion,16% of the respondents strongly agree and the remaining 4% of the
respondents disagree with the statement.

38
50
5.1.14 I work with others toward mutual goals

Table (5.1.14)

Frequency Percent
Neutral 20 40.0
Agree 24 48.0
Strongly agree 6 12.0
Total 50 100.0

Interpretation
From the above analysis 48% of respondents agree with the statement “I work with others
toward mutual goals”, 40% of the respondents shows a neutral opinion and remaining 12% of
the respondents strongly agree with the statement.

5.1.15 In general, how much say or influence do you have or how you perform your job?
Table (5.1.15)

Frequency Percent
Strongly disagree 1 2.0
Disagree 5 10.0
Neutral 4 8.0
Agree 28 56.0
Strongly agree 12 24.0
Total 50 100.0

Interpretation
From the above analysis 56% of respondents agree with the Statement “In general how much
say or influence do you have or how you perform your job”, 24% of the respondents strongly
agree, 10% of the respondents disagree, 8% of the respondents shows a neutral opinion and
remaining 2% strongly disagree with the statement.

39
50
5.1.16 To what extent are you able to decide how to do your job?

Table (5.1.16)

Frequency Percent
Disagree 6 12.0
Neutral 10 20.0
Agree 18 36.0
Strongly agree 16 32.0

Total 50 100.0

Chart (5.1.16)
Interpretation
From the above analysis 36% of respondents agree with the statement, 32% of the respondents
strongly agree, 12% of the respondents disagree, and remaining 20% of the respondents shows
a neutral opinion.

40
3
5.1.17 In general, how much say or influence do you have on what goes on in your work
group?
Table (5.1.17)

Frequency Percent
Strongly disagree 2 4.0
Disagree 3 6.0
Neutral 6 12.0
Agree 25 50.0
Strongly agree 14 28.0
Total 50 100.0

Interpretation
From the above analysis 50% of the respondents agree with the statement “I general, how much
say or influence do you have on what goes on in your work group, 28% of the respondents
strongly agree, 6% of the respondents disagree, 4% of the respondents strongly disagree and
remaining 12% of the respondents shows a neutral opinion.

5.1.18 In general, how much say or influence do you have on decisions that affect your
job? Table (5.1.18)

Frequency Percent
21-40%
9 18.0

41-60% 8 16.0
61-80% 24 48.0
81-100% 9 18.0
Total 50 100.0
Interpretation

From the above analysis 48% of respondents agree with the statement “In general how much
say or influence do you have on decisions that affect your job”,18% of the respondents strongly
agree, 18% of the respondents disagree, and remaining 16% of the respondents shows a neutral
opinion.

41
]4
65
5.1.19 My superiors keep time and listen to my ideas and suggestions?

Table (5.1.19)

Frequency Percent
0-20% 1 2.0
21-40% 6 12.0
41-60% 15 30.0
61-80% 18 36.0
81-100% 10 20.0
Total 50 100.0

Chart (5.1.19)

Interpretation
From the above table we can understand that 36% of respondents agree with the above
statement, 20% of the respondents strongly agree, 12% of the respondents disagree, 2%
strongly disagree and 30% of the respondents shows a neutral opinion.

42
\6
5.2 Statistical Analysis

Statistical inference is the process of drawing conclusions about populations or

scientific truths from data. There are many modes of performing inference
including statistical modelling, data-oriented strategies and explicit use of
designs and randomization in analyses. Furthermore, there are broad theories
(frequentists, Bayesian, likelihood, design based, …) and numerous complexities
(missing data, observed and unobserved confounding, biases) for performing
inference. A practitioner can often be left in a debilitating maze of techniques,
philosophies and nuance. This course presents the fundamentals of inference in a
practical approach for getting things done. After taking this course, students will
understand the broad directions of statistical inference and use this information
for making informed choices in analysing data.

Correlation
Correlation in statistics, refers to relationship between any two or more variables.
Two variables are said to be correlated if with a change in the value of one
variable there arises a change in the value of another variable.
According to Croxton and Cowden,
“When the relationship is of a quantitative nature, the appropriate statistical tool
for discovering and measuring the relationship and expressing it in a brief
formula known as correlation”.

Correlation coefficient formulas are used to find how strong a relationship is

between data. The formulas return a value between -1 and 1, where:

• 1 indicates a strong positive relationship.

• -1 indicates a strong negative relationship.
• A result of zero indicates no relationship at all

43
\]
\5
7
• A correlation coefficient of 1 means that for every positive increase in one
variable, there is a positive increase of a fixed proportion in the other.
• A correlation coefficient of -1 means that for every positive increase in one
variable, there is a negative decrease of a fixed proportion in the other.
• Zero means that for every increase, there isn’t a positive or negative increase.
The two just aren’t related.
HYPOTHESIS
A hypothesis test is a statistical test that is used to determine whether there is
enough evidence in a sample of data to infer that a certain condition is true for the
entire population. A hypothesis test examines two opposing hypotheses about a
population: the null hypothesis and the alternative hypothesis

Hypotheses
H1: Emotional Intelligence helps the employee’s participation in decision
making.
H2: Emotional Intelligence does not help the employee’s participation in decision
making.
Variables
Independent variable: Independent variable is emotional intelligence that
effects the employee’s participation in decision making.
Dependent variable: Participation in decision making is the dependent variable
defined as the level of influence employees have in the process of decision
making
Schematic Diagram for theoretical Framework

Emotional Participation in
Intelligence Decision making
Independent variable Dependent Variable.

44
5
CORRELATION TEST

Participation
Emotional in decision
Intelligence making
Emotional Pearson
Q .979**
Intelligence Correlation
Sig. (2-tailed) .000
N 50 50
Participation in Pearson
.979** 1
decision making Correlation
Sig. (2-tailed) .000
N 50 50

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

From this, Pearson Correlation says that there is a strong Positive Correlation
between Emotional Intelligence and Employee Participation in Decision Making
where (r = .979) and (N= 50).

Because of this, we can conclude that there is a Statistically Significant

Correlation between the Emotional Intelligence and Employee Participation in
Decision Making.

45
 CHAPTER 6
FINDINGS
RECOMMENDATIONS $
CONCLUSIONS
6.1 FINDINGS OF THE STUDY

➢ From the analysis, researcher found that there is a high and positive
significant level of emotional intelligence of employees in workplace, so
that they will be having high level of self-controlling over their emotions
➢ Researcher found that the emotional intelligence has a good effect on the
employee’s participative decision making. Only when the emotions are
controlled, wise decision can be made.
➢ Most of the respondents were permanent workers who have the big picture
of their emotions and they may be better aware of how to make decisions,
more than contract-based workers.
➢ Experienced workers have well knowledge in controlling their emotions
and decision making without any doubts.
➢ Majority of the respondents are aware of their emotions and effects.
➢ Majority of the respondents have self-awareness about their capabilities
and values to do their works without any disruptions.
➢ Majority of the respondents are maintaining honesty towards their work, so
that they know how to deal with emotions and make correct decision at any
situation.
➢ Majority of respondents likes to welcome innovations and new ideas, so
that they will be more flexible to any situation.
➢ Respondents are self-motivated for excellence and they want to meet the
standards where they need to get improved.
➢ Majority of the respondents are very much active to catch their
opportunities to perform better.
➢ Most of the respondents feel empathy and understands others perspectives
and feelings so that they can be motivated to do things for others.

46
➢ Above average respondents are saying that they can analyse groups
emotions and relationships by making good communication.
➢ Most of them have listening skills, which lead them to take correct decision
without any mistakes.
➢ Majority of the respondents are cooperative among workers for attaining
goals
➢ Most of the respondents says that their job influence both decision making
and emotional intelligence.
➢ Majority of the respondents are able to decide about how to do their job
and how to control emotions.
➢ Majority of them have self-awareness and know about their works and
responsibilities.
➢ Majority of them are saying that their decisions affect job.
➢ Respondents are very much innovative and active in their works, which
makes superiors to listen to them.

47
6.2 SUGGESTIONS OF THE STUDY

➢ Enhanced training should be given to employees to enhance their

emotional intelligence traits and characteristics.
➢ Give more opportunities to employees for show their emotional
intelligence in their personal performance.
➢ As there is positive correlation between the Emotional Intelligence and
employee participation in the decision making, so at the time of selection
and hiring of the employees, the organization must conduct a test to check
the Emotional Intelligence of the employees.
➢ Routine training enables employees to respond to new opportunities.
➢ Helps employees to better understand their own triggers and manage
automatic reactions.
➢ Helps the employees to stay optimistic.
➢ There should be participative management in the organization as most of
the employees feels that their views and ideas should be valued and
considered.
➢ Detailed understanding regarding once own feelings leads to preventing
depression through learned optimism.

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6.3 CONCLUSION

Emotional intelligence and employee participation in decision making,

successful policy makers always keep them and involve them in tactical and
operational decision making by using their talent and intelligence. Those
employees who comprehend their emotions, can respond wisely on different
situations and their decision-making, problem solving and creativity abilities are
stronger and well organized Emotional intelligence (EI) is the capability to
identify own and others feelings and utilize this awareness to facilitate own-self
and others. Emotionally intelligent individuals can handle and perform efficiently
in problems and emergencies.
It is known fact that success of an organization depends on quality calibre
and performance of employee working in it. Employees are the important asset in
an organization. The management should take measures to create non stressful
atmosphere inside the firm. Stress releasing activities play an important role in
motivating workers and to improve their efficiency.
An Interview was conducted with the employees to know the level of their
emotional intelligence and their decision making power, it was based on the
questionnaire prepared. 50 employees were selected for this study. Majority the
respondents are aware with their emotions and their effect on the decision making
process. The main factors that include in emotional intelligence are
self-awareness, self-regulation, motivation, empathy, and social skills.
By conducting this study it could infer that the employees of Orell say that
Emotional Intelligence can influence their participation in decision making.
Study shows that there exist a strong relation between employee’s emotions and
their power in decision making.

49
50
BIBLIOGRAPHY
➢ Aligning with the Mission (1999), Strategic Human Resources
Management: U.S. Office of Personnel Management Office of Merit
Systems Oversight and Effective.
➢ Williams W, Sternberg R (1988). Group intelligence: Why some groups
are better than others. Intelligence. 12(4): 351-377.
➢ Williams W, Sternberg R (1988). Group intelligence: Why some groups
are better than others. Intelligence. 12(4): 351-377.
➢ Scott-Ladd B, Chan CCA Chan (2004). Emotional intelligence and
participation in decision-making: strategies for promoting Organizational
learning and change. Strategies. Chang., 13(2): 95–105.
➢ Mayer, J. D., & Salovey, P. (1997). What is emotional
intelligence. Emotional development and emotional intelligence:
Educational implications, 3, 31.
➢ Williams, W. M., & Sternberg, R. J. (1988). Group intelligence: why some
groups are better than others. Intelligence, 12(4), 351-377.

WEBSITES
➢ www.orell.com
➢ http://dubrovnik-europa.eu/uploads/20140115/article1380554396_Kiyani
%20et%20al.pdf
➢ https://pdfs.semanticscholar.org/6921/deb458b220f6daa72747d6b250198
d3a2d10.pdf

50
05
0
QUESTIONNAIRE
1. Age (Please tick one)

i. 25 to 35 years
ii. 36 to 45 years
iii. 46 and above

2. Gender (Please tick one)

i. Male
ii. Female

3. Nature of job (Please tick one)

i. Permanent base
ii. Contractual base

4. Job experience (Please tick one)

i. Less than two years
ii. More than two years

Question Strongly Disagree Neutral Agree Strongly

disagree agree
Self awareness
5. I can recognize my
emotions and their effects
easily.
6. I can judge my
self-worth and
capabilities.
Self regulation
7. I always maintained
standards of honesty and
integrity.
8. I feel comfortable with
novel ideas, approaches
and new.
Motivation

9. I always force to
improve or meet a
standard of excellence.
10. I always ready to act
on opportunities.

51
50
 Empathy

11. I feel others feeling

and perspectives and take
an active interest in their
concerns.
12. I can analyze groups
emotional, current and
power
Relationships
Social skill

13. I listen others openly

and send them convincing
messages.
14. I work with others
toward mutual goals.

Question 0-20% 21-40% 41-60% 61-80% 81-100

%
Participation in decision making

15. In general, how much

say or influence do you have
or how you perform your
job?

16. To what extent are you

able to decide how to do
your job?

17. In general, how much

say or influence do you have
on what goes on in your
work group?

18. In general, how much

say or influence do you have
on decisions that affect your
job?

19. My superiors are keep

time and listen to my ideas
and suggestions?

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