Y Kuşağı Bilgi Çalışanları: Duygusal Zeka ile Örgütsel Bağlılık İlişkisi Üzerinde Öz-Yeterliliğin Rolü

Abstract

Bu araştırma, Y Kuşağı bilgi çalışanlarının duygusal zekâları ile örgütsel bağlılıkları ilişkisi üzerinde öz-yeterlilik düzeylerinin etkisini inceleyen bir model sunmaktadır. Araştırmanın örneklemini, Ankara ilindeki üç üniversitede yer alan tekno-parklarda bulunan 37 teknoloji şirketinde görev yapan 591 Y Kuşağı bilgi çalışanı oluşturmaktadır. Araştırma verileri anket tekniği kullanılarak toplanmıştır. Araştırma değişkenlerinin ölçülmesinde Duygusal Zekâ,  Öz-yeterlilik ve Örgütsel Bağlılık ölçekleri kullanılmıştır. Ölçeklerin geçerlilikleri doğrulayıcı faktör analizi ile test edilmiştir. Değişkenler arasındaki ilişkiyi belirlemek için korelasyon analizi, aracılık rolünü tespit etmek için ise yapısal eşitlik modellemesinden yararlanılmıştır. Elde edilen bulgular Y Kuşağı bilgi çalışanlarının duygusal zekâlarının öz-yeterlilik ve örgütsel bağlılıklarını olumlu yönde etkilediğini göstermektedir. Y Kuşağı bilgi çalışanlarının öz-yeterlilikleri ile örgütsel bağlılıkları arasında olumlu ve anlamlı bir ilişki tespit edilmiştir. Sonuç olarak, Y Kuşağı bilgi çalışanlarının duygusal zekâlarının örgütsel bağlılıkları üzerindeki etkisinde öz-yeterlilik düzeylerinin tam aracılık etkisine sahip olduğu belirlenmiştir.

Keywords

• Duygusal Zeka,Öz-yeterlilik,Örgütsel Bağlılık

Generation Y Knowledge Workers: The Role of Self-Efficacy on the Relationship between Emotional Intelligence and Organizational Commitment

Abstract

This study proposed a model for the impact of Generation Y knowledge workers’ self-efficacy levels on the relationship between their emotional intelligence and organizational commitment. The model was tested on a sample of 591 Generation Y knowledge workers working in 37 Information Technology companies in the techno-parks of three universities in Ankara. Survey methodology was used to collect data. Emotional Intelligence, Self-Efficacy and Affective Commitment scales were used for measuring the study variables. Confirmatory factor analysis was used to test the validity of the scales. Correlation analysis was used in order to measure the relationships among the study variables and structural equation modelling was conducted to test the proposed mediating effect. Findings reveal that Generation Y knowledge workers’ emotional intelligence positively influence their self-efficacy and organizational commitment. There exists a positive relationship between Generation Y knowledge workers’ self-efficacy and organizational commitment. Consequently, Generation Y knowledge workers’ self-efficacy levels have been found to act as a mediator between their emotional intelligence and organizational commitment.

Keywords

• Emotional Intelligence,Self-Efficacy,Organizational Commitment

References

1. Abraham, R. (1999). The impact of emotional dissonance on organizational commitment and intention to turnover. The Journal of Psychology, 133(4), 441-455.
2. Acar, F. (2002). Duygusal Zeka ve Liderlik. Sosyal Bilimler Enstitüsü Dergisi, 12, 53-68.
3. Agarwal, S. & Mishra, P. C. (2016). Self Efficacy as Predictor of Organizational Commitment among Revenue Personnel. The International Journal of Indian Psychology, 3(4), 44-57.
4. Aghdasi, S., Kiamanesh, A. R. & Ebrahim, A. N. (2011). Emotional Intelligence and organizational commitment: testing the mediatory role of occupational stress and job satisfaction. Procedia-Social and Behavioral Sciences, 29, 1965-1976.
5. Ayık., A., Savaş M. & Yücel, E. (2015). İlkokullarda görev yapan okul müdürlerinin genel öz yeterlik ile örgütsel bağlılık algıları arasındaki ilişkinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 22, 193-218.
6. Arslan, R., Dilek, E. & Aydın, E. (2013). Duygusal Zeka Örgütsel Bağlılık Arasındaki İlişki: Sağlık Çalışanları Üzerinde Bir Araştırma. Uluslararası Alanya İşletme Fakültesi Dergisi, 5(3), 169-180.
7. Ashforth, B. E. & Humphrey, R. H. (1995). Emotions in the workplace: A reappraisal. Human Relations, 48, 97–125.
8. Aydogmus C. (2016). How to Satisfy Generation Y? The Roles of Personality and Emotional Intelligence. International Review of Management and Business Research, 5, 1342-1358.

9. Aydogmus, C., Camgoz, S. M., Ergeneli, A. & Ekmekci, O. T. (2018). Perceptions of Transformational Leadership and Job Satisfaction: The Roles of Personality Traits and Psychological Empowerment. Journal of Management and Organization, 24(1), 81-107.
10. Baggerly, J. & Osborn, D. (2006). School Counselor’s Satisfaction and Commitment: Correlates and Predictors. Professional School Counseling, 9(3), 197-205.
11. Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety research, 1(2), 77-98.
12. Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
13. Bar-On, R. (2006). The Bar-On Model of Emotional- Social Intelligence. Psicothema, 18, 13-25.
14. Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
15. Bayram, L. (2005). Yönetimde Yeni Bir Paradigma: Örgütsel Bağlılık. Sayıştay Dergisi, 59, 125-139.
16. Baysal, A. C. & Paksoy (1999). Mesleğe ve Örgüte Bağlılığın Çok Yönlü İncelenmesinde Meyer-Allen Modeli. İ. Ü. İşletme Fakültesi Dergisi, 28(1), 7-15.
17. Behrstock-Sherratt, E. & Coggshall, J. (2010). Realizing the Promise of Generation Y. Educational Leadership, 67(8), 28-34.
18. Brown, E. A., Thomas, N. J. & Bosselman, R. H. (2015). Are they leaving or staying: A qualitative analysis of turnover issues for Generation Y hospitality employees with a hospitality education. International Journal of Hospitality Management, 46, 130-137.
19. Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes, behaviour and outcomes: An examination among senior managers. Journal of Managerial Psychology, 18(8), 788- 813.
20. Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795.
21. Chi, H., Yeh, H. & Choum, S. M. (2013). The organizational commitment, personality traits and teaching efficacy of junior high school teachers: The meditating effect of job involvement. The Journal of Human Resource and Adult Learning, 9(2), 131-142.
22. Controls, J. (2010). Generation Y and the workplace annual report 2010. London: Forrester.
23. Cooper, R.K. & Sawaf, A. (1997). Executive EQ: Emotional Intelligence in Leadership and Organizations. New York: The Berkley Publishing Group.
24. Deloitte (2017). The 2017 Deloitte Millennial Survey–Apprehensive Millennials: seeking stability and opportunities in an uncertain world, 1-33.
25. Drucker, P. F. (1999). Knowledge-Worker Productivity: The Biggest Challenge. California Management Review, 41(2), 79-94.
26. Eisner, S. P. (2005). Managing Generation Y. Advanced Management Journal, 4-15.
27. Ergeneli, A. (2006). Örgüt ve İnsan. Ankara: Hacettepe Üniversitesi Yayınları.
28. Fabio, A. D. & Palazzeschi, L. (2008). Emotional intelligence and self-efficacy in a sample of Italian high school teachers. Social Behavior and Personality: An International Journal, 36(3), 315-326.
29. Goleman, D. (1995). Emotional Intelligence, New York: Bantam.
30. Goleman, D. (2014). Duygusal Zeka (Neden IQ’dan Daha Önemlidir?) (38.Baskı). İstanbul: Varlık Yayınları.
31. Güleryüz, G., Güney, S., Aydın, E. M. & Aşan, Ö. (2008). The mediating effect of job satisfaction between emotional intelligence and organisational commitment of nurses: A questionnaire survey. International Journal of Nursing Studies, 45(11), 1625-1635.
32. Gürbüz, S. (2011). Stratejik İnsan Kaynakları Yönetiminin Örgütsel Bağlılığa ve İş Tatminine Etkisi: İnsan Kaynakları Yöneticileri Üzerinde Bir Araştırma. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 15(2), 397-418.
33. Hair, J., Black, B., Babin, B., Anderson, R. & Tatham, R. (2006). Multivariate Data Analysis (6th ed.). NJ: Prentice-Hall.
34. Heslin, P. A. & Latham, G.P. (2004). The Effect of Upward Feedback on Managerial Behavior. Applied Psychology: An International Review, 53(1), 23–37.
35. Iqbal, A. (2010). An empirical assessment of demographic factors, organizational ranks and organizational commitment. International Journal of Business and Management, 5(3), 16-27.
36. Irshad, E. & Naz, S. (2011). Job satisfaction, organizational commitment and personality traits: A relationship study. The Journal of Humanities and Social Sciences, 19(2), 37-60.
37. Karcıoğlu, F. & Çelik, E. (2012). Örgütsel İletişimin Etkinliği Açısından Kurumsal Bloglar ve Birkaç Kurumsal Blogun İncelenmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 23(3), 1-17.
38. Kaufhold, J. A. & Johnson, L. R. (2005). The analysis of the emotional intelligence skills and potential problem areas of elementary educators. Education, 125(4), 615-626.
39. Keleş, S. (2014). Aile şirketlerinde Y Jenerasyonunun öz yeterlilik algısı ve işe adanmışlık ilişkisi. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 5(11), 95-109.
40. Korkmaz, T. & Arpacı, E. (2009). Relationship of organizational citizenship behavior with emotional intelligence. Procedia-Social and Behavioral Sciences, 1(1), 2432-2435.
41. Lee, K. H. & Song, J. S. (2010). The effect of emotional intelligence on self-efficacy and job stress of nurses-mediating role of self-efficacy. Journal of Korean Academy of Nursing Administration, 16(1), 17-25.
42. Lowe, D., Levitt, K. J. & Wilson, T. (2008). Solutions for retaining Generation Y employees in the workplace. Business Renaissance Quarterly, 3(3), 43-57.
43. Lower, J. (2008). Brace Yourself Here Comes Generation Y. Critical Care Nurse, 28(5), 80-84.
44. Martocchio, J. J. & Judge, T. A. (1997). Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology, 82(5), 764-773.
45. Mayer, J. D., Caruso, D. R. & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8, 1-11.
46. Meyer, J. P. & Allen, N. J. (1991). A Three Component Conceptualization of Organizational Commitment. Human Resources Management Review, 1, 61-89.
47. Meyer, J. P., Stanley, D. J., Herscovitch, L. & Topolnytsky, L. (2002). Affective, Continuance and Normative Commitment to the Organization: A Meta-analysis of Antecedents, Correlates, and Consequences. Journal of Vocational Behavior, 61(1), 20-52.
48. Mowday, R., Steers, R. & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247.
49. Naderi A. N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256-269.
50. Ng, E. S., Schweitzer, L. & Lyons, S. T. (2010). New generation, great expectations: A field study of the millennial generation. Journal of Business and Psychology, 25(2), 281-292.
51. Nikolaou, I. & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. The International Journal of Organizational Analysis, 10(4), 327-342.
52. Nunnally, J. C. (1978) Psychometric Theory, NY: McGraw-Hill.
53. Paglis, L. L. & Green, S. G. (2002). Leadership Self-Efficacy and Managers' Motivation for Leading Change. Journal of Organizational Behavior, 23, 215–235.
54. Patalano, C. (2008). A study of the relationship between generational group identification and organizational commitment: Generation X vs. Generation Y. Nova Southeastern University.
55. O'Boyle E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H. & Story, P. A. (2011). The relation between emotional intelligence and job performance: A meta‐analysis. Journal of Organizational Behavior, 32(5), 788-818.
56. O'reilly, C. & Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification, and internalization on prosocial behavior. Journal of Applied Psychology, 71(3), 492-499.
57. Özkaya, M. O., Kocakoç, İ. D. & Karaa, E. (2006). Yöneticilerin örgütsel bağlılıkları ve demografik özellikleri arasındaki ilişkileri incelemeye yönelik bir alan çalışması. Yönetim ve Ekonomi: Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 13(2), 77-96.
58. Sahertian, P. & Soetjipto, B.E. (2011). Improving Employees’ Organizational Commitment, Self-Efficacy, and Organizational Citizenship Behavior Through the Implementation of Task-Oriented and Relationship-Oriented Leadership Behavior. The Business Review, Cambridge, 17(2), 48-60.
59. Salas, E. & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471-499.
60. Salovey, P. & Mayer, J. D. (1990). Emotional intelligence: Imagination, cognition and personality. Oxford: Blackwell Publishers.
61. Schyns, B. & Von Collani, G. (2002). A new occupational self-efficacy scale and its relation to personality constructs and organizational variables. European Journal of Work and Organizational Psychology, 11(2), 219-241.
62. Schwarzer, R. (1994). Optimism, vulnerability, and self-beliefs as health-related cognitions: A systematic overview. Psychology and Health: An International Journal, 9, 161-180.
63. Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. Measures in health psychology: A user’s portfolio. Causal and control beliefs, 1(1), 35-37.
64. Sinha, S. P., Talwar, T. & Rajpal, R. (2002). Correlational study of organizational commitment, self-efficacy and psychological barriers to technological change. Psychologia, 45(3), 176-183.
65. Staples, D. S., Hulland, J. S. & Higgins, C. A. (1999). A self-efficacy theory explanation for the management of remote workers in virtual organizations. Organization Science, 10(6), 758-776.
66. Şenel, E., Adiloğulları, İ. & Ulucan, H. (2014). Examination of emotional intelligence level, teacher’s self-efficacy beliefs and general self-efficacy beliefs of teachers. Journal of Physical Education & Sports Science, 8(2), 224-232.
67. Testa, M. R. (2001). Organizational commitment, job satisfaction, and effort in the service environment. The Journal of Psychology, 135(2), 226-236.
68. Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227–235.
69. Twenge, J. M. (2007). Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitled – and More Miserable Than Ever Before. NY: Free Press.
70. Uysal, İ. & Kösemen, S. (2013). Öğretmen adaylarının genel öz-yeterlik inançlarının incelenmesi. Journal of Research in Education and Teaching, 2, 217-226.
71. Ünal-Keskin, G. & Orgun, F. (2006). Öğrencilerin öz etkililik-yeterlilik düzeyleri ile başa çıkma stratejilerinin incelenmesi. Anatolian Journal of Psychiatry, 7, 92-99.
72. Wong, C. S. & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243-274.
73. Yeşilay, A., Schwarzer, R. & Jerusalem M. (1996). Genelleştirilmiş Öz Yetki Beklentisi. http://userpage.fu-berlin.de/~health/turk.htm. Erişim tarihi: 17.05.2018.
74. Yılmaz, M., Köseoğlu, P., Gerçek, C. & Soran, H. (2004). Yabancı dilde hazırlanan bir öğretmen öz yeterlik ölçeğinin Türkçeye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 260-267.