组织学习能力在情绪智力和工作满意度中的作用外文翻译

《组织学习能力在情绪智力和工作满意度中的作用外文翻译》由会员分享，可在线阅读，更多相关《组织学习能力在情绪智力和工作满意度中的作用外文翻译（12页珍藏版）》请在毕设资料网上搜索。

1、本科毕业论文（设计） 外文翻译 外文出处 Personnel Review， 2008： P680-701 外文作者 Ricardo Chiva, Joaqun Alegre 原文 ： Emotional intelligence and job satisfaction: the role of organizational learning capability Ricardo Chiva, Joaqun Alegre Purpose The purpose of this paper is to analyze the relationship between emotional int

2、elligence (EI) and job satisfaction, by taking into consideration organizational learning capability (OLC).Design/methodology/approach Data were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers, and 157 valid questionnaires were obtained, repres

3、enting a response rate of 61 per cent. Confirmatory factor analysis was used to test this theoretical model. Findings This paper proposes that OLC plays a significant role in determining the effects of EI on job satisfaction. Research limitations/implications Owing to certain features of the sample

4、and the use of measurement scales, the final results should be considered with caution. Further research in other contexts using qualitative methods is needed to validate these findings. The most important implication is that job satisfaction is affected by the correlation between individual EI and

5、certain working conditions. Practical implications When seeking to improve employee job satisfaction, practitioners should take into account the link between EI and OLC. Under certain conditions (OLC), emotionally intelligent people are more likely to be satisfied. Originality/value This paper provi

6、des an empirical analysis of the relationship between EI, OLC and job satisfaction. According to Goleman (2001, p. 14), emotional intelligence (EI), at the most general level, refers to the abilities to recognize and regulate emotions in ourselves and in others. Salovey and Mayer (1990, p. 189) unde

7、rstand EI as the ability to monitor ones own and others emotions, to discriminate between them, and to use the information to guide ones thinking and actions. Publications from Salovey and Mayer (1990) and Goleman (1995) represent the beginning of the EI era in the academic and practitioner contexts

8、, respectively. The construct of EI has received increasing attention in a variety of literature bases, such as competency management (Capaldo et al., 2006). Following this view, EI might be considered as a group of individual competencies essential for organizational performance. EI can affect an i

9、ndividuals success in an organization (Goleman, 2001). According to popular opinion and workplace testimonials, EI increases performance and productivity (Lam and Kirby, 2002). However, EI literature over-relies on expert opinion, anecdote, and unpublished surveys (Zeidner et al., 2004). The review

10、by these authors underlines the scant, and sometimes highly controversial, empirical evidence used to support the importance of EI in the workplace and recommends that scientific studies be carried out in organizations. Very little empirical research analyzes the relationship between EI and job sati

11、sfaction, which has probably been the most extensively researched work attitude in the organizational behavior literature (Blau, 1999). Zeidner et al. (2004) suggest that EI could be acutely sensitive to possible factors, and, unlike conventional ability, EI may have both positive and negative assoc

12、iations with performance, depending on contextual factors. Bar-Ons (1997) study is the only research that reports a modest relationship between total EI scores and job satisfaction. However, this direct positive effect could be due to the sample, comprised of a group of individuals in higher level o

13、ccupations. Abraham (2000) found that although EI was related to job satisfaction, this was moderated by an environmental characteristic: job control. It is not sufficient to hire emotionally intelligent employees； for them to thrive, the environment must offer autonomy in decision making. In sum, s

14、ome EI people are satisfied with their jobs while others are not. This might be mediated by certain organizational conditions or characteristics. In our research we will analyze a particular environmental characteristic: that which facilitates organizational learning. The concept of organizational l

15、earning has expanded greatly over the last few years, both in the field of research and among practitioners. One of the main reasons for this growth in importance lies in the new characteristics of the business environment (Dodgson, 1993； Easterby-Smith et al., 1998). The concept of organizational l

16、earning capability (OLC) (Dibella et al., 1996； Goh and Richards, 1997； Hult and Ferrell, 1997； Yeung et al., 1999) emphasizes the importance of the facilitating factors for organizational learning. Goh and Richards (1997, p. 577) define it as the organizational and managerial characteristics that f

17、acilitate organizational learning or allow an organization to learn. Five facilitating factors appear to explain OLC (Chiva et al., 2007): experimentation, risk taking, interaction with the external environment, dialogue and participative decision making. The aim of this research is to analyze wheth

18、er more emotionally intelligent people tend to derive greater satisfaction from their jobs, through certain working conditions that facilitate organizational learning. Understanding the conditions under which EI influences job satisfaction will help to determine its potential importance for organiza

19、tions, specifically through the lenses of the new competencies management literature. On the other hand, it will relate important and new concepts being used by organizations, such as competencies management and organizational learning. This introduction is followed by a brief review of the concepts

20、 of EI and OLC, and their relationships with job satisfaction. Secondly, we explain the methodology followed in this research. We then expose the results and close by outlining the implications and limits of our study and proposals for future research. Conceptual background and hypotheses Job satisf

21、action Job satisfaction is normally defined as an employees affective reactions to a job based on a comparison of desired outcomes and actual outcomes (Cranny et al., 1992). In sum, job satisfaction is the degree to which people like their jobs (Spector, 1997). There are important reasons why we should be concerned with job satisfaction. One of the most important is that job satisfaction can lead to employee