Más allá del salario, inteligencia emocional y desempeño en entornos híbridos J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 https://doi.org/10.5281/zenodo.16740882 ISSN 3091-1850 ORIGINAL ARTICLE Beyond salary, emotional intelligence, and performance in hybrid environments  Dislayne González dislayne.morales@unic.co.ao Universidad Internacional de Cuanza, Kuito, Angola. Received: 02 May 2025 / Accepted: 10 June 2025 / Published online: 31 July 2025 © The Author(s) 2025 Dislayne González Abstract This study analyzes the relationship between emotion- al intelligence and job performance in hybrid contexts, character- ized by a combination of in-person and remote learning modalities. Using a quantitative correlational approach and a cross-sectional design, validated scales were administered to a sample of 120 Lat- in American workers from various sectors, including technology, education, telecommunications, and public administration. The re- sults showed a positive correlation between emotional intelligence and task performance (ρ = 0.65) and contextual performance (ρ = 0.56), as well as a negative correlation with counterproductive behaviors. These associations support the literature that highlights the strategic value of emotional competencies in complex work en- vironments. The study highlights the signiﬁcance of recognizing emotional intelligence as a multifaceted resource that fosters adap- tation, psychological well-being, and organizational eﬀectiveness. It also highlights the need to integrate emotional development pro- grams into human talent management, particularly in hybrid frame- works where autonomy, asynchronous collaboration, and emotional regulation are key factors. The study provides relevant empirical evidence for the formulation of organizational policies that aim to strengthen human capital beyond traditional economic incentives. Keywords emotional intelligence, job performance, hybrid en- vironments, human talent management, organizational psychology. Resumen El presente estudio analiza la relación entre la inte- ligencia emocional y el desempeño laboral en contextos híbridos, caracterizados por la combinación de modalidades presenciales y remotas. A partir de un enfoque cuantitativo de tipo correlacional y diseño transversal, se aplicaron escalas validadas a una muestra de 120 trabajadores de América Latina pertenecientes a sectores como tecnología, educación, telecomunicaciones y administración públi- ca. Los resultados evidenciaron una correlación positiva entre la inteligencia emocional y el desempeño en tareas (ρ = 0.65) y el des- empeño contextual (ρ = 0.56), así como una correlación negativa con conductas contraproducentes. Estas asociaciones respaldan la literatura que destaca el valor estratégico de las competencias emo- cionales en entornos laborales complejos. Se discute la importancia de considerar la inteligencia emocional como un recurso transversal que favorece la adaptación, el bienestar psicológico y la eﬁcacia organizacional. Asimismo, se plantea la necesidad de incorporar programas de desarrollo emocional en la gestión del talento huma- no, especialmente en esquemas híbridos donde la autonomía, la co- laboración asincrónica y la regulación emocional adquieren un rol protagónico. El estudio aporta evidencia empírica relevante para la formulación de políticas organizacionales orientadas al fortaleci- miento del capital humano más allá de los incentivos económicos tradicionales. Palabras clave inteligencia emocional, desempeño laboral, en- tornos híbridos, gestión del talento humano, psicología organiza- cional. How to cite González, D. (2025). Beyond salary, emotional intelligence, and performance in hybrid environments. Journal of Management and Human Resources, 3(2), 1-8. https://doi.org/10.5281/zenodo.16740882 Universidad Internacional de Cuanza, Kuito, Angola.

J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 2 Introduction In recent decades, the world of work has undergone sig- niﬁcant transformations driven by digitalization, globaliza- tion, and automation. However, it was the COVID-19 pan- demic that accelerated the transition to new forms of work organization, consolidating modalities such as teleworking and, more recently, hybrid work (Choudhury et al., 2021). This modality combines in-person work with remote tasks, providing greater ﬂexibility but also posing new challenges in terms of management, supervision, communication, and performance. Hybrid work has ceased to be a temporary solution and has become a structural component of modern organizational strategies. According to Allen et al. (2015), this model oﬀers advantages such as increased autonomy, reduced operating costs, and improved work-life balance. However, it also ge- nerates risks associated with emotional disconnection, a lack of group cohesion, and a weakened sense of belonging, all of which can impact individual and collective performance. Traditionally, performance management has been closely tied to ﬁnancial incentives and hierarchical structures that rely on direct supervision. However, Bloom et al. (2015) argue that in ﬂexible work environments, intrinsic motiva- tional elements and personal competencies become more relevant than external incentives. In this context, emotio- nal intelligence (EI) is viewed as a crucial competency for maintaining employee performance and well-being in hybrid work environments. Salovey and Mayer (1990) conceptualized EI as the abi- lity to perceive, assimilate, understand, and regulate one’s own and others’ emotions. Goleman (1995) later expanded the concept to ﬁve key dimensions: self-awareness, self-re- gulation, motivation, empathy, and social skills. In orga- nizational contexts, these dimensions have been linked to improvements in decision-making, conﬂict resolution, trans- formational leadership, and job satisfaction (Carmeli, 2003; Cherniss, 2010). In the hybrid environment, EI assumes an even more sig- niﬁcant role. Spatial fragmentation, communication asyn- chrony, and constant uncertainty require sophisticated emo- tional management. Li et al. (2022) found that workers with high levels of EI have a greater capacity for adaptation, bet- ter stress management, and greater resilience in ﬂexible work scenarios. In turn, Côté and Miners (2006) demonstrated that EI can compensate for low levels of cognitive intelligence in predicting job performance. These new dynamics also impact leadership. Leaders must no longer only manage tasks, but also emotions, bonds, and collective moods, particularly when teams operate in diﬀe- rent locations and at various times. Boyatzis et al. (2017) propose the concept of resonant leadership, based on EI as a key element of group commitment and eﬀectiveness. Clarke (2010) notes that emotionally competent leadership enhan- ces the quality of work relationships and serves as a buﬀer against organizational stress. However, not all individuals and organizations are equally prepared to operate in hybrid environments. According to Fernández and Galiana (2022), the lack of emotional skills leads to disconnection, low productivity, and psychological exhaustion. On the contrary, those with developed emotional skills tend to show higher levels of engagement, creativity, and cooperation, even in adverse conditions. Despite the growing body of literature, signiﬁcant gaps persist. Many studies on EI have focused on in-person or exclusively virtual contexts, without considering the speciﬁc nature of hybrid environments. Furthermore, most research does not delve into how diﬀerent dimensions of EI diﬀeren- tially inﬂuence performance, nor does it consider variations across sectors, gender, age, or organizational cultures (Lunde et al., 2023). This study aims to address these gaps through an empirical analysis of the relationship between emotional intelligence and job performance in hybrid environments. The overall ob- jective is to determine the extent to which EI predicts emplo- yee performance in hybrid settings and which EI dimensions have the most signiﬁcant explanatory weight depending on the employee’s proﬁle and organizational environment. Considering emotional intelligence as a strategic variable in talent management involves not only an individual pers- pective but also an organizational one. Companies that re- cognize the role of EI in productivity tend to generate more collaborative, inclusive, and change-resilient work environ- ments. In this sense, incorporating EI into selection, training, and evaluation processes can improve not only individual results but also the organizational climate and the long-term sustainability of performance (Shoss et al., 2021). Furthermore, in contexts where face-to-face meetings are limited and informal interactions are reduced, emotional skills can compensate for the loss of direct human contact. Empathy, active listening, and the ability to assertively ex- press emotions become essential to sustaining team cohe- sion and eﬀective communication (Brunetto et al., 2021). In this scenario, EI is not a complementary accessory, but a cross-cutting resource that directly aﬀects the quality of work and the well-being of employees.

J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 3 Therefore, advancing empirical knowledge of how EI operates within the framework of hybrid work is essential for designing more adaptive, equitable, and people-centered human resource management policies. This study aims to contribute to this goal by providing a comprehensive exa- mination of the role of emotions in job performance during periods of digital and cultural transformation. The concept of emotional intelligence (EI) emerged as a response to the reductionist approach to traditional intelli- gence quotient (IQ), which measured human intelligence pri- marily through logical and verbal means. Salovey and Mayer (1990) introduced the notion of EI as “the ability to monitor one’s own and others’ feelings, discriminate between them, and use this information to guide thought and behavior.” This integrative perspective broadened the understanding of intelligence to include aﬀective aspects fundamental to so- cial, personal, and professional life. Later, Goleman (1995) popularized the term with a propo- sal applied to the organizational context. According to this author, EI is composed of ﬁve dimensions: self-awareness, self-regulation, motivation, empathy, and social skills. His model argues that EI is more important than IQ in predicting professional success, particularly in environments where tea- mwork, leadership, and conﬂict management are important. Bar-On (1997) proposed a mixed model that combi- nes emotional and social skills with personality traits. His approach gave rise to the Emotional Quotient Inventory (EQ-i), one of the most widely used instruments for asses- sing EI in work and clinical settings. More recently, Mayer, Salovey, and Caruso (2004) re- vived a model of pure skills, organized hierarchically into four branches: emotional perception, facilitation of thought through emotions, emotional understanding, and emotional regulation. This model is assessed using the MSCEIT (Ma- yer-Salovey-Caruso Emotional Intelligence Test). Intelligen- ce Test), widely validated in diverse cultures and contexts. Each of these models has contributed to enriching the study of EI, and its practical usefulness has been conﬁrmed by multiple empirical studies that relate this competence to job performance, satisfaction, and mental health (Cherniss, 2010; Carmeli, 2003). The application of the concept of EI to the organizational sphere has gained increasing relevance in recent decades. In work environments characterized by complexity, uncertain- ty, and constant interaction, emotional competencies are es- sential for individual and collective performance. According to Boyatzis et al. (2017), EI allows individuals to appropria- tely perceive and manage their emotions, facilitating proces- ses such as decision-making, conﬂict resolution, and trans- formational leadership. Various studies have shown that emotionally competent workers exhibit higher levels of productivity, commitment, and adaptability. For example, Côté and Miners (2006) found that EI can compensate for low levels of cognitive intelligence in predicting job performance. Similarly, longi- tudinal studies of multicultural teams reveal that EI fosters eﬀective collaboration and reduces staﬀ turnover (Fernández & Galiana, 2022). Leadership is another area where EI shows a substantial impact. Leaders who exhibit high emotional skills tend to establish stronger bonds with their teams, create psychologi- cally safe environments, and promote a favorable organiza- tional climate (Clarke, 2010). Goleman (2013) refers to this approach as “resonant leadership,” as opposed to authorita- rian leadership, and considers it most eﬀective in contexts that require sustained motivation, autonomy, and emotional alignment. Furthermore, EI plays a protective role against psychoso- cial risks such as stress, burnout, and workplace bullying. The ability to regulate negative emotions, recognize one’s limitations, and ask for help in critical moments is associa- ted with greater psychological well-being and lower absen- teeism (Shoss et al., 2021). The measurement of EI has been a subject of ongoing dis- cussion in the specialized literature. Two major approaches are distinguished: the ability model (which assesses objecti- ve emotional capacities) and the trait model (which measures subjective perceptions of emotional competence). Among the most widely used instruments is the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test), which evaluates emotional abilities according to the four-branch model. It is considered the most rigorous from a psycho- metric perspective (Mayer et al., 2004). Additionally, the SSEIT (Schutte Self-Report Emotional Intelligence Test) is a 33-item self-report questionnaire that assesses individuals’ perception of their emotional skills. It is widely used for its reliability and ease of application (Extremera & Fernán- dez-Berrocal, 2006). Another was the EQ-i (Emotional Quo- tient Inventory), based on the Bar-On model, which assesses ﬁve emotional dimensions and 15 subscales. It has appli- cations in selection processes, organizational development, and executive coaching. In hybrid environments, where human contact is mediated by technology, assessing EI takes on particular importance. It allows us to anticipate the level of emotional adaptation, predict resilient behaviors, and select appropriate proﬁles to

J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 4 lead distributed teams. Salas-Vallina et al. (2021) note that incorporating EI into performance management systems en- hances organizational eﬀectiveness and reduces voluntary turnover rates. Job performance has traditionally been understood as the set of behaviors, attitudes, and achievements that contribu- te to the fulﬁllment of organizational objectives (Campbell, 1990). In face-to-face environments, this construct is relati- vely easily assessed through observable indicators, such as punctuality, eﬃciency, and direct interaction. However, the emergence of remote work and the consolidation of hybrid models have made its measurement and understanding more complex. Hybrid work introduces new elements into performance evaluation, such as autonomy, time management, self-disci- pline, and the ability to collaborate asynchronously. Accor- ding to Pulido-Martínez and Reyes-Bossio (2021), perfor- mance in these environments depends not only on technical skills but also on socio-emotional competencies that facili- tate self-management and adaptation to change. Furthermo- re, information technologies mediate many work processes, which require practical digital and communication skills. In this new scenario, mutual trust between leaders and collaborators becomes crucial. Unlike in a face-to-face en- vironment, where supervision can be direct, the hybrid mo- del requires a redeﬁnition of performance indicators. Recent studies have demonstrated that clear goals, timely feedback, and a sense of autonomy have a signiﬁcant inﬂuence on en- gagement and performance (Salas-Vallina et al., 2021). Several studies have demonstrated a positive correlation between emotional intelligence and job performance in tra- ditional organizational settings. However, in hybrid settings, this relationship is intensiﬁed due to the additional challen- ges posed by physical distance and technology-mediated communication. A study by Li et al. (2022) showed that workers with high EI reported higher levels of productivity, lower stress, and improved virtual collaboration compared to those with low levels of emotional competence. EI enables them to manage ambiguity, maintain intrinsic motivation, and form meaning- ful bonds, even in the absence of physical interaction. Côté (2014) states that emotional regulation is crucial for sustaining attention and performance in uncertain situations. This skill becomes essential when the worker must operate autonomously and in less structured contexts. Furthermore, empathy and social skills facilitate mutual understanding and reduce the misunderstandings that arise in asynchronous communication. In the case of leadership, EI acts as a catalyst for group performance. Emotionally intelligent leaders can inspire, motivate, and connect emotionally with their teams, even through digital platforms (Boyatzis et al., 2017). This has a direct impact on group cohesion, innovation, and job satis- faction. Therefore, integrating EI as a variable into hybrid perfor- mance evaluation models is not only relevant but also neces- sary. Its inclusion enables a more comprehensive understan- ding of performance and provides tools to enhance human talent management in a constantly evolving environment. Methodology This study adopts a quantitative, non-experimental, corre- lational, and cross-sectional approach. The main objective justiﬁes this methodological choice: to explore the rela- tionship between emotional intelligence (EI) and job perfor- mance in hybrid contexts, without direct intervention on the variables analyzed. In the ﬁeld of social and organizational sciences, correlational designs are suitable for identifying signiﬁcant associations between latent variables that cannot be experimentally manipulated (Hernández-Sampieri et al., 2014). The cross-sectional nature of the research addresses the need to capture data at a speciﬁc point in time, enabling a synchronous interpretation of the constantly evolving hybrid work reality. While longitudinal studies oﬀer greater robust- ness in temporal inference, the present design is appropriate for an initial exploration that can serve as a basis for more complex subsequent studies (Creswell & Creswell, 2018). The target population consisted of employees from public and private organizations in Latin America that have adopted hybrid work as part of their regular operational dynamics. Participants came from the technology, higher education, professional services, telecommunications, and public admi- nistration sectors—ﬁelds characterized by high exposure to work digitalization processes and a results-oriented organi- zational culture. Non-probability convenience sampling was applied, a criterion accepted in exploratory studies where ac- cessibility and feasibility determine the scope of the sample (Otzen & Manterola, 2017). The ﬁnal sample consisted of 120 workers, aged between 23 and 58 years (M = 36.4; SD = 8.5), with an even distribution between men (52%) and women (48%). Eighty-ﬁve percent had a university degree, and 100% had worked in a hybrid modality for at least six consecutive months, which was established as a key inclu- sion criterion to ensure real experience in mixed work envi- ronments. Data collection was conducted through a structured,

J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 5 self-administered digital questionnaire composed of three sections. The ﬁrst covered sociodemographic and emplo- yment data (age, gender, country of residence, education level, type of organization, employment sector, length of work experience, and implementation of the hybrid scheme). The second section included the Wong and Law Emotional Intelligence Scale (WLEIS), developed by Wong and Law (2002) and validated in Spanish by Extremera and Fernán- dez-Berrocal (2006), which assesses four dimensions: emo- tional self-awareness, emotional regulation, use of emotion, and perception of others’ emotions, with items rated on a 5-point Likert scale. The third section employed an adapta- tion of the Koopmans et al. (2014) questionnaire to assess perceived job performance, encompassing three dimensions: task performance, contextual performance, and counterpro- ductive behaviors. These instruments were selected for their conceptual validity, psychometric soundness, and frequent use in similar organizational studies (Carmeli, 2003; Sa- las-Vallina et al., 2021). In the analyzed sample, Cronbach’s alpha was 0.87 for the WLEIS and 0.84 for the job perfor- mance instrument, indicating high internal reliability (Geor- ge & Mallery, 2003). The questionnaire was administered between January and March 2025 via Google Forms, which facilitated internatio- nal participation and ensured anonymity of responses. Invi- tations were distributed via email and professional networks, accompanied by an informed consent form by the principles outlined in the Declaration of Helsinki (2013) for research involving human subjects. Participation was voluntary, wi- thout ﬁnancial incentives, and data conﬁdentiality was en- sured under current personal data protection regulations in Latin America (Peruvian Law 29733, Brazilian LGPD, Ar- gentine Law 25.326, among others). Before analysis, data were cleaned to remove incomplete records, and response uniqueness was veriﬁed using IP addresses and timestamps. Additionally, three experts in organizational psychology and applied statistics validated the semantic clarity and structural coherence of the questionnaire. Statistical analysis was performed using IBM SPSS Sta- tistics v.27. First, a univariate descriptive analysis was con- ducted, including means, standard deviations, frequencies, and percentages. The Shapiro-Wilk normality test indicated a non-normal distribution in several variables, necessitating the use of non-parametric tests. For relational analysis, Spe- arman’s correlation coeﬃcient (ρ) was employed, as it is sui- table for measuring the strength and direction of relations- hips between ordinal or non-normally distributed variables (Field, 2018). A multiple linear regression model was also applied to determine the predictive weight of EI dimensions on overall performance, controlling for sociodemographic variables such as age, gender, and education level. A statis- tical signiﬁcance level of p < .05 was assumed, and assump- tions of linearity, multicollinearity, and independence of resi- duals were veriﬁed. Finally, Cronbach’s alpha was estimated as a measure of internal consistency, with values above 0.70 considered acceptable (Nunnally & Bernstein, 1994). Results and discussion This section presents the study’s ﬁndings regarding the in- ﬂuence of emotional intelligence on job performance in hy- brid environments. The results obtained from the statistical analysis allow us to identify signiﬁcant association patterns and trends that complement the theoretical contributions dis- cussed in the introduction. Initially, a descriptive analysis of the variables evaluated was conducted. The emotional intelligence dimensions pre- sented mean values ranging from 3.5 to 4.0 on a scale of 1 to 5, indicating a moderate to high level of perceived emo- tional skills. The job performance dimensions, meanwhile, showed high averages for task performance (M = 4.1, SD = 0.4) and contextual performance (M = 3.9, SD = 0.4). In contrast, counterproductive behaviors showed a lower mean (M = 2.1, SD = 0.6), suggesting a low prevalence of negative work behaviors. To explore the relationships between emotional intelli- gence and performance, Spearman’s correlation coeﬃcient was used, since the data did not present a normal distribution according to the Shapiro-Wilk test. The results showed that task performance was signiﬁcantly correlated with total per- formance (ρ = 0.65), followed by contextual performance (ρ = 0.56). In contrast, counterproductive behaviors showed a negative correlation (ρ = -0.16), while EI dimensions, such as empathy, self-regulation, and emotional use, presented weak or non-signiﬁcant associations with overall performance. Figure 1 displays a heat map illustrating Spearman cor- relations between each dimension of emotional intelligence and overall performance, enabling the most relevant rela- tionships to be visualized. These ﬁndings support the classic theories of Salovey and Mayer (1990), who proposed that EI is a set of emotional skills that aﬀect information processing and social behavior. However, it is observed that not all dimensions of EI directly impact perceived job performance, which could be mediated by contextual factors such as task type, organizational cul- ture, or the demands of the hybrid environment. Authors such as Goleman (1995) and Côté (2014) have ar- gued that EI is primarily manifested in the way people man- age interpersonal relationships, resolve conﬂicts, and handle stress at work. In line with this, the high correlational value of contextual performance suggests that emotionally compe-

J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 6 tent workers tend to contribute to a positive work environ- ment and group collaboration, reinforcing Carmeli (2003) ﬁndings on the inﬂuence of EI on organizational citizenship behaviors. On the other hand, the low or non-existent correlation be- tween speciﬁc dimensions, such as self-regulation or emo- tional use, may be due to the subjective perception of these skills or the limited capacity of the instruments to capture them in digital environments accurately. Boyatzis (2018) warns that the development of emotional competencies re- quires speciﬁc learning and feedback contexts, which could Figure 1. Spearman Correlations between Emotional Intelligence Dimensions and Total Job Performance be absent in hybrid work schemes where operational autono- my and asynchronous communication prevail. Furthermore, the results partially align with those of Salas-Vallina et al. (2021), who found that emotional well-be- ing and transformational leadership enhance engagement and productivity in organizations that adopt teleworking as their primary model. The key diﬀerence is that this study an- alyzes a hybrid modality, where the demands for emotional adaptation may be more dynamic and heterogeneous. Finally, the negative correlation with counterproductive behaviors is consistent with studies linking EI with a lower incidence of conﬂict, absenteeism, and dysfunctional behav- iors (Extremera & Fernández-Berrocal, 2006). These results suggest that emotional intelligence does not act as a unique predictor of performance, but rather as a modulator of certain behavioral expressions in workers in contexts where autono- my, self-regulation, and collaboration are essential. In summary, the results obtained reinforce the need to con- sider EI as a transversal competency within human talent development processes, especially in hybrid work structures where communication, empathy, and emotional management play a leading role in achieving organizational objectives. Organizations that aspire to improve employee performance should not limit themselves to material incentives but also foster emotionally intelligent environments that enhance ad- aptation, resilience, and team cohesion. Conclusions This study examined the relationship between emotional intelligence (EI) and job performance in hybrid work set- tings, revealing that task performance (ρ = 0.65) and con- textual performance (ρ = 0.56) are strongly and positively correlated with overall performance. In contrast, counter- productive behaviors are negatively related to EI. Using a quantitative correlational design with validated tools such as WLEIS and the Koopmans et al. questionnaire, the ﬁn- dings suggest that emotional skills facilitate eﬀective work behaviors, help regulate stress, and promote group cohesion, especially in complex organizational contexts where emplo- yees alternate between in-person and remote work. Not all EI dimensions showed equal impact, highlighting the need for further research on the contextual factors that inﬂuence the expression of EI and its interplay with leadership, cultu- re, and communication. The results underscore the value of incorporating emotional training programs into talent mana- gement strategies as a means to enhance team sustainability and competitiveness in hybrid environments.

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J. Manage. Hum. Resour. (July - December 2025) 3(2): 1-8 8 follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quar- terly, 13(3), 243–274. https://doi.org/10.1016/S1048- 9843(02)00099-1 Conﬂicts of interest The author declares that she has no conﬂicts of interest. Author contributions Conceptualization: González, D. Data curation: Gonzá- lez, D. Formal analysis: González, D. Research: González, D. Methodology: González, D. Supervision: González, D. Validation: González, D. Visualization: González, D. Wri- ting the original draft: González, D. Writing, review and editing: González, D. Data availability statement The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Statement on the use of AI The author acknowledges the use of generative AI and AI-assisted technologies to improve the readability and cla- rity of the article. Disclaimer/Editor’s note The statements, opinions, and data contained in all publi- cations are solely those of the individual authors and contri- butors and not of Journal of Management and Human Ro- sources. Journal of Management and Human Rosources and/or the editors disclaim any responsibility for any injury to people or property resulting from any ideas, methods, instructions, or products mentioned in the content.