This is an empirical study conducted by Dr Sanjay Kumar Singh of the Institute of Management Technology, Ghaziabad, India, on the effects of emotional intelligence on organizational learning.
Singh has used a sample size of 280 in the attempt to understand the role of emotional intelligence of the human resources. This study was aimed at developing a profile on the level of emotional intelligence and organizational learning, investigating the relationship between emotional competencies and organizational learning, and investigating the impacts of emotional intelligence on organizational learning in the indian context.
The findings of the study reveal that emotional intelligence significantly influences organizational learning, which I believe, is true to a great extent. Based on the extensive literature review, Singh has indeed succeeded in this work. The literature reveals that the learning of an organization is achieved when the individual employees learn; however, there is no guarantee that the organization learns when an individual employee learns. The learning process must be all inclusive, i.e. begin from the individual level, to the group level, and progress to the organizational level. For proper organizational learning, there must be both vertical and horizontal integration of the learning entities in the organizational system. In the learning process, both the cognitive brain and the emotional brain are engaged. At the same time, convergent and divergent thinking of the members are involved. According to the author, for successful management, there must be the management of destructive emotions, which is realized when human resources are able to develop the emotional competence (55).
From the research literature by Singh, seven major factors are responsible for organizational learning. They include: individual learning, team learning, knowledge sharing, shared vision, positive learning environment, change-friendly culture, and system thinking (58). All these factors make individuals to create the results they desire, and the organization should invest in developing and sustaining these facilitators. Be that as it may, various organizations have greatly invested in training the employees on these facilitators but the benefits of such trainings have been found to be negligible in the long run. I therefore suggest that a very flexible approach should be considered – an approach that combines both the old and new management theories.
The role of emotion has been well explained, right from the social-construction standpoint to the psychodynamic exploration of emotion at work. These two approaches are seen to challenge the perception of emotions in organizations and the tendency to ignore the impacts of emotions on organizational development and design (61). Anxiety has also been seen as crucial in managers’ understanding of organizational learning.
From the research, it can be concluded that the employees in the study possessed greater level of emotional intelligence and the organizational learning process characterized by innovation, implementation, and sustainance of new ideas, were satisfactory. The research also reveals that emotional intelligence of the employees is highly significant in the process of organizational learning.
Even though the research findings of this particular study were right, the study was conducted in only one of the organizations and the results can not be considered as the actual situation in all or most of the organizations. It is true that every organization is unique in its own way and the success strategies in one organization may not work well in another organization depending on various factors. All these factors and variables should be considered in order to come up with a working conclusion rather than concentrating the research on only one variable — the emotional intelligence of employees and its impacts on organizational learning process — leaving out other important personal and organizational variables.