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| Interventions to Employees Intention to Leave: Role of Workplace Spirituality and Emotional Intelligence on Employee Retention | ||||||||||||||||||||||||||||
| Paper Id :
16286 Submission Date :
2022-07-13 Acceptance Date :
2022-07-19 Publication Date :
2022-07-25
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| Abstract |
The issues of talent retention are not limited to the corporate world. This topic has also become prominent in the academic community. Teachers in academics are concerned not only with their pupils cognitive development, but also with their overall development. In the twenty-first century, the scope of monitoring institutional performance has expanded. The metrics used to assess institutional effectiveness aren't solely based on their students' academic records and achievement. One of the components on which institutions should concentrate is the retention of top achievers who can make a major contribution to institutional performance. Faculty members in academia have always been evaluated only on the basis of their cognitive talents. Domain expertise, conceptual clarity, academic delivery, presenting skills, awareness of current trends, and adherence to academic norms are all frequent performance metrics used to evaluate instructor performance. This aids in determining faculty members cognitive abilities and the breadth of knowledge they can impart to their pupils. This is an example of a performance metric.
However, another facet of intelligence other than IQ that has yet to be studied in the academic sphere is domain of intelligence. Other types of intelligence, such as emotional, spiritual, kinesthetic, musical, and others, are included in this realm of intelligence. In addition to cognitive evaluations of teachers in higher education institutions, evaluations of their emotional and spiritual quotients can help identify how well faculty members contribute to the holistic development of their students.
With this in mind, the purpose of this research is to determine the impact of emotional and spiritual types of intelligence on faculty members' performance, hence assisting in the retention of high performers.
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| Keywords | Spirituality, Employee Intention, Employee Behaviour, Productivity Emotional Intelligence, Employee Retention | |||||||||||||||||||||||||||
| Introduction |
You have been stranded thousands of miles from home and have no money or belongings. Many people will be depressed and bemoan their bad luck in such a situation. For Seasane, though, it formed the bedrock of his life's work and legacy. Around 200 BC, the previously prosperous merchant lost everything in a shipwreck. He then went on to research the works of numerous thinkers. In his sermons, he stressed the importance of being cool under pressure and avoiding emotional extremes. He thought that everything in our environment works in a network of cause and effect. We may not always be able to influence the events that affect us. We can still control how we handle things even if we have factual knowledge in our rational mind. It requires temperance, justice, and courage not only in extreme circumstances, but also in dealing with daily obstacles with clarity and integrity. The concept is that those who have developed morality and self-control in themselves may bring harmony and tranquility to their personal and professional relationships. This occurs in our emotional mind, which is located in a separate location from our intellectual mind.
Statement of The Problem-
The study of intelligence has always been a topic of interest. Recent societal and commercial upheaval has highlighted the necessity for a thorough examination of the term "intelligence." Human intelligence was compared to blocks of wax in the 4th century B.C. because humans differed in color, size, moistness, and amount of intelligence. Intelligence in this age was determined by one's intellectual level of mental knowledge, and intellectual deficiencies were regarded as excessively difficult. This was the time when Plato and his ally Socrates felt that intelligence is the reason for everything since it organizes everything. These ancient thinkers believed that people with high intelligence have more diverse skills than those with low intelligence (Sternberg, 2014). Philosophers in the eighteenth century believed that the mind has no substance. It is a process in which sensory inputs are transformed into a coherent and meaningful experience. Apperception is the name given to this concept (Kant, 1997). The construct intelligence gained prominence in the late eighteenth and early nineteenth centuries, and the widespread curiosity prompted scientific thought and investigation into the issue. Sir Francis Galton, an explorer and anthropologist, agreed that human intelligence was the consequence of evolutionary processes and ascribed the degree of success in people's lives to such heredity (Cianciolo& Sternberg, 2004). Galton has made several questionable comments about African and Anglo-Saxon IQ. Such views about intelligence have a long-term effect on the intelligence discussion, which has lasted far into the twentieth century accounts of intelligence. Galton's work and arguments were expanded and further explored by James Cattell. He was a significant supporter of and contributor to the creation and acceptance of quantitative intelligence measurements. His goal was to learn everything he could about human intelligence. Based on studies about students' reaction times and other rudimentary sensory processes, he arrived to the conclusion that there is a general, unifying human intelligence (Cattell&Ferrand, 1896, as cited in Ciancolo& Sternberg, 2004).
Alfred Binet and Theodore Simon discovered more reliable ways of assessing intellect in 1916. (Cianciolo& Sternberg, 2004). They defined intelligence as a collection of judgement abilities that could only be examined by looking at higher-level cognitive talents like verbal skills and social comprehension, rather than simple mental processes like those measured by Galton (2000) and J. Cattell (1890). Their original exam consisted of a series of exercises that might be used to assess children's mental abilities. The Stanford-Binet Intelligence Scales were renamed the Binet-Simon Intelligence Scales after Lewis Terman (1916) re-examined and polished the Binet-Simon intelligence test and introduced it to North America. Terman was the first to use the intelligence quotient (IQ) score in his research (Cianciolo& Sternberg, 2004). William Stern established the notion of Intelligence Quotient in 1912. At the time, IQ was calculated by multiplying a person's mental age by their chronological age and then multiplying the result by 100. Later on, other new ways for calculating the intelligence quotient arose.
Motivation for the study-
Several researchers have looked into faculty performance. The most well-known research on faculty performance, on the other hand, are mostly concerned with evaluating their rational thinking. Verbal comprehension, quantitative aptitude, visual comprehension, reasoning, and other characteristics are used in studies to determine the intelligence quotient. Only a few studies have looked at performance using metrics other than these. A rational mind and an emotional mind are the two areas of the human mind. There isn't a single study in the academic world that looks into the relationship between faculty performance and their emotional and spiritual intelligence.
The duty of producing future leaders and managers has been left to universities and institutions of higher learning. It is essential for a company to maximize and develop the potential of its top performers. An ideal institution envisions its faculty members upholding high standards in the teaching-learning process and preparing students for careers in the sector. In addition, they are urged to contribute to the growth of intellectual capital. As an employee, a faculty member must communicate effectively with all stakeholders, including students, coworkers, owners, management, and industry peers. As a result, the teaching profession's performance is determined not only by their cognitive abilities, but also by their grasp of the emotional components of the teaching-learning process. The usefulness of their teaching learning skills may be severely harmed if they lack emotional and spiritual skills.
All of these factors must be combined in a successful approach to prolonged high performance, and the person as a whole must be considered. As a result, the integrated theory of performance management must take into account the teacher's body, emotions, and spirit. The performance pyramid is the name for this hierarchy.
Several businesses in the business world have included emotional and spiritual intelligence into their performance evaluation systems. However, academic institutions have yet to develop a comprehensive system to evaluating faculty members' performance. Other types of intelligence, in addition to academic success, may have an impact on an individual's performance score. As a result, the goal of this study is to see if emotional and spiritual intelligence play a role in evaluating faculty members' performance, and if so, how much of an impact these intelligence kinds have on their performance.
Furthermore, educational institutions that strive for greatness try to keep their star performers in order to establish, grow, and protect their intellectual capital. As a result, another goal of the research is to discover the link between faculty performance and retention, as well as how emotional intelligence and spiritual intelligence influence faculty performance and, as a result, indirectly influence retention.
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| Objective of study | The current study aims to investigate the elements that influence high-performing faculty members' decision to remain in their institutions so that they can contribute effectively to institutional performance. The study is founded on the multiple intelligence theory, which states that faculty members' emotional and spiritual intelligence, in addition to their academic successes, have an impact on their performance and retention. As a result, the study focuses on assessing faculty members' emotional and spiritual intelligence, as well as the impact of emotional and spiritual intelligence on faculty performance and, as a result, retention.
The proposed research is based on the following concepts:
1. To investigate the factors that influence teacher performance and retention in higher education institutions.
2. Assessing the Emotional and Spiritual Intelligence of these institutions' faculty
3. To assess how Emotional Intelligence affects faculty performance.
4. To assess Spiritual Intelligence's impact on faculty performance
5. Determine the effect of faculty performance on retention. |
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| Review of Literature | A
great deal of study has already been done to emphasize the evaluation
procedures used in public and private sector institutions for recruiting,
evaluating, and retaining faculty members. According to studies, academic
credentials, which reflect an individual's cognitive intelligence, are
currently the sole criteria used at institutions for the recruitment,
advancement, and retention of teaching faculty. However, the goal of this study
is to widen the criteria for assessing and evaluating teaching faculty performance
using a multiple intelligences reference frame. To
grasp the principles, significant research trends, and scope for future
research, a complete review of research publications on empirical and
conceptual studies was conducted. Emotional Intelligence (EI), Spiritual
Intelligence (SI), Faculty Performance (FP), and Faculty Retention are the
study's main topics (RT). The content for the literature review comes from a
variety of library resources and electronic databases. Performance
is described by Ones and Schmidt (2020) as a set of observable and unobservable
activities that can be evaluated at work. Based on the nature of the job,
Vishwesvaran (2020) identified ten separate characteristics of performance.
Individual performance can be described as the actions and behaviors that
individuals engage in in order to achieve organizational objectives (Campbell,
et al., 2020). According to Rothmann and Coetzer (2020), it is a
multidimensional term that describes how one completes an assigned task efficiently
and effectively using existing skills. Kahn (2020) discovered that jobs with
high core job characteristics give people the freedom and drive to put more of
themselves into their work. Autonomy, task identity, and feedback were the
variables studied. They stated that the majority of postsecondary institutions
have a fixed wage scheme. The study also found that while instructors' salaries
are unrelated to their productivity, remuneration is important in attracting
and retaining staff. According
to Rothmann and Coetzer (2020), performance is a multidimensional term that
describes how one completes an assigned task efficiently and effectively using
existing talents. According to Cascio and Aguinis (2020), job performance is
evaluated in terms of the criteria. Criteria are the benchmarks by which a
person's success on the job is measured. Employees are crucial to
organizational success because without them, there would be no company
(Hayward, 2020). Empirical data on issues related to the implementation of merit
pay plans in higher education institutions. Individual and organizational
characteristics influenced faculty members' perceptions of problems with their
merit pay systems, according to their research. Based
on the nature of the job, Vishwesvaran (2019) identified ten
separate characteristics of performance. Various metrics to rank HEIs were
offered in a paper published by the Department of Higher Education titled
"National Institutes Ranking Framework." Teaching and learning
resources, research productivity and effect, graduation outcome, outreach and
inclusivity, and stakeholder perception are the parameters. These criteria
bring excellence and clarity into the process of creating world-class
educational institutions in the Indian context. To find this link, he conducted
a literature review-based study and discovered that staff opinions of the
research-teaching relationship vary in a variety of ways. He came to the
conclusion that faculty members consider the research-teaching relationship to
be a pedagogical decision. This link can also be made more relevant to higher
education practice and research. It was discovered that faculty members'
performance is average, and that there is a considerable positive association
between remuneration and employee performance. Spearman
(2019) proposed a two-factor theory of intelligence that divided intelligence
into general and particular talents. All IQ tests evaluate general talents,
which are a generalized kind of mental energy. Specific skills are mental acts
that differ from one person to the next and from one act to the next. He
considered that general abilities are more essential than specific ones in
determining intelligence. Donald Hub proposed two types of intelligence in
2019: intelligence A and intelligence B. Intelligence A refers to the
biological and genetic components of intelligence, whereas intelligence B is
produced when intelligence A interacts with the environment. During
these years, the rational domain of intelligence, which can be measured in terms
of logical thinking and general aptitude, received a lot of attention. Various
IQ measures have been used in the studies over the years. Sternberg (2018)
discovered some false assumptions underpinning numerous IQ tests: that speed is
a component of intelligence; that a large vocabulary reflects intelligence; and
that more intelligent people can solve IQ tests better. Gardener (2018) said
that IQ tests are unconcerned about the procedure of determining it. He went on
to say that these exams, which reveal a person's cognitive domain of intellect,
have little to do with a person's day-to-day living. As a result, he coined the
term "Multiple Intelligence." Emotional
Intelligence was first characterized by Payne (2018) as an individual's ability
to creatively react to fear, pain, and want. He looked at a variety of methods
for developing emotional intelligence in oneself and others. Emotional intelligence, according to Cooper (2018), is the ability to recognize, comprehend, and successfully employ the power and acumen of emotions as a source of human energy, knowledge, trust, creativity, and influence. Sternberg (2018) defines intelligence as a set of mental capacities required for adapting to, as well as collecting and modeling information from, any environment. Emotional intelligence is the capacity to recognize and control one's own and others' emotions. It can also be defined as a person's ability to use the information he gathers in his thinking and actions. The authors analyzed numerous emotional intelligence models and concluded that emotional intelligence is a skill. Emotions are crucial for survival, decision-making, communication, and interpersonal and intrapersonal components, according to them. According to the authors, if emotional intelligence is seen as a natural aspect of life, society will become more humane and stimulating. Emotional intelligence, according to Sternberg (2018), is a sort of social intelligence that comprises the ability to monitor one's own emotions as well as the emotions of others in order to direct one's reasoning. They speculated that emotional intelligence may have been designated as emotional competence, but the term intelligence encompasses both organismic and behavioral abilities. Their research coincided with Gardener's (2018) work on multiple intelligence, in which he discovered that emotional intelligence is merely intrapersonal intelligence defined as access to one's own feelings however the skills they propose for emotional intelligence are sometimes lumped in with social intelligence, which is defined as the ability to comprehend and control others Persons in good moods are more likely to see a high probability of happy events in life and a lower probability of negative events, while people in bad moods are the opposite. Emotional management has an impact on the information channel. They came to the conclusion that various persons are more or less emotionally intelligent, and they developed an ability-based concept of emotional intelligence. |
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| Main Text |
Research
gap
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| Methodology | The art of scientific enquiry is known as research. Through scientific inquiry, the goal of research is to contribute to the current reservoir of knowledge.
It includes information on respondent characteristics, study design, hypothesis development, research instrument utilized, and analysis methodologies used. The demographic variables utilized in the study are also described in the chapter, as well as how they were assessed and what the outcomes were. The methods for analyzing the data have been briefly outlined. The ethical considerations raised throughout this study are also discussed. |
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| Sampling |
Research Model |
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| Tools Used | The current study is based on primary data acquired through structured questionnaires from respondents. Standard inventory modified to the Indian cultural context are used to assess Emotional Intelligence (EI) and Spiritual Intelligence (SI), while standardized questionnaires are used to assess Faculty Performance and Retention. The purpose of the pilot study was to ensure that the questionnaire frame was viable. It was first used for content verification among a peer group. Based on feedback from the peer group, the inventory was changed (without changing the intent). Emotional and spiritual intelligence inventories have been culturally contextualized and altered. This was accomplished by doing a detailed examination of items used in inventories and then reiterating some of the items (in terms of language) while constructing the questionnaire without changing the objective of what was asked in the inventory. “My ability to discover meaning and purpose in life helps me adjust to challenging situations,” for example, says one statement in the original inventory of spiritual intelligence. In the questionnaire, this statement is rephrased as "I can readily adapt to demanding workplace settings." The line "I express pleasant feelings I encounter at work incorrectly" has been renamed "I inappropriately express happy emotions at work" in the emotional intelligence questionnaire. The factorial structure of the modified inventory has been examined using exploratory factor analysis because the inventories were contextualized. A pilot research was carried out by distributing the questionnaire to a small group of people. The final questionnaire is composed of 135 questions relating to the variables under research, based on the results of the pilot study. The questionnaire was created in stages, including various components. The demographic factors are covered in the first section of the questionnaire. The second section corresponds to the retention-related questions. The customized inventory of emotional and spiritual intelligence are found in sections three and four, respectively. Questions about teacher performance make up the sixth section. The same question wording and sensitivity of questions were taken into consideration. To reduce answer bias in the questionnaire, contradictory statements were provided. Standard inventories have been reworded in order to adapt the inventory to the cultural environment. Since the questionnaire was distributed both online and offline, a total of 1000 responses have been collected. Personal visits to colleges, as indicated in the sampling strategy, were performed to gather responses from faculty members in the offline manner. Because the replies were on a continuous scale, the mean score was used to fill in the gaps in the questionnaire. The following grading scales were used: Scale of Emotional Intelligence- Individuals' emotional intelligence behavior at work has been measured using the Genos Emotional Intelligence Inventory. The measure consists of 70 statements relating to various emotional intelligence components. Scale of Spiritual Intelligence- Self-Assessment of Spiritual Intelligence inventory has been used to assess persons' spiritually intelligent behavior in the workplace. Performance of The Faculty- A questionnaire has been devised to assess faculty performance utilizing models such as the National Board of Accreditation's Performance Based Assessment System and the National Institute Ranking Framework. The parameters relating to various aspects of teacher performance are identified. The teacher's self-evaluation is based on the scores achieved for performance indicators. This section's first portion contains questions about teaching and learning approaches. Following that are questions on co-curricular and co-academic activities, and finally, questions about faculty members' research and research-related activities. Retention- A questionnaire has been created to determine the elements that influence retention. A pilot research was carried out to confirm the predictability of 32 variables. The components with communalities of less than 0.4 were removed from the final questionnaire, leaving only the remaining factors. Research techniques The research investigation is conducted using a combination of statistical and analytical methodologies. The techniques utilized and the goal of their utilization is detailed in this section. Research techniques- The research investigation is conducted using a combination of statistical and analytical methodologies. The techniques utilized and the goal of their utilization is detailed in this section. |
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| Analysis | Chi-Square Analysis |
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| Result and Discussion |
The degree of consistency between multiple measurements of variables is measured by reliability. Cronbachs Alpha, a reliability measure, was calculated to analyze the consistency of the results obtained. Since standardized inventories are employed, the validity of the inventories used in cases of emotional and spiritual intelligence has been ensured by reading the technical handbook of the inventories used. In the area of psychometric testing, face validity is regarded significant. On the surface, it is dependent on whether the items measure the attribute of interest. Although the normal performance-based assessment form was employed in the case of Faculty performance and retention, factorial validity was established. The inclusion of items in a factor has been based on factor-item correlations. |
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| Conclusion |
The goal of the study is initially presented to the participants. The participants were then given a structured questionnaire with an explanation of the goal of gathering information for each section. The subjects full consent is sought prior to the start of the study. The responders were assured of their anonymity and confidentiality. Participants were told that their names would not be revealed or used. |
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