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Developing Emotional Intelligence Abilities Through Team-Based Learning
Abstract
A few studies have appeared in the literature suggesting that team learning might be an effective means for developing emotional intelligence (EI) abilities in the workplace. This study investigated the effects of attending a one day emotional intelligence training session followed by participating in team-based learning on ability-based measures of emotional intelligence in a sample of MBA students. Training alone had no effect but when followed by participating in team-based learning positive effects were found, but only for those who were categorised as participating more intensively in team learning and only on one specific emotional ability. The findings suggest that greater participation in team-based learning may create stronger relational bonds that support the development of emotional abilities once individuals have gained personal insights into their own emotional intelligence.
Key Words: Emotional Intelligence, Team Learning, Development
... Theoretical Foundations: The ability-based model (Mayer & Salovey, 1997) appears to be the most empirically tested theoretical foundation for developing EI training programs, because it conceptualizes EI as a set of interrelated abilities (versus personality traits or dispositions), which suggests that they can be improved through training (Wong et al., 2007). Furthermore, the conceptualization of EI determines its measurement and, unlike self-reported EI measurement tools, ability-based ones are less susceptible to social desirability effects and faking (Clarke, 2010;Whitman et al., 2008). Moreover, the ability-model is differentiable from measures of personality and cognitive intelligence (Ashkanasy & Daus, 2005;Day & Carroll, 2004;Groves et al., 2008;O'Conner & Little, 2003;Palmer et al., 2005). ...
... Moreover, the ability-model is differentiable from measures of personality and cognitive intelligence (Ashkanasy & Daus, 2005;Day & Carroll, 2004;Groves et al., 2008;O'Conner & Little, 2003;Palmer et al., 2005). Ability-based measurement tools also distinguish between the actual development of EI abilities and the mere motivation to use those abilities (Clarke, 2010). ...
... Grounding Self-awareness: Self-awareness is the cornerstone of EI (Bar-On, 1997; Goleman, 1995; and foundational for successful EI training (Clarke, 2010;Groves et al., 2008;Kotsou et al., 2011;McKeown & Bates, 2013;Moriarty et al., 2003;Slaski & Cartwright, 2003). ...
This research aims to demonstrate a connection between emotional competencies and successfulinformation and knowledge-related work; and to adopt research findings from management science, psychology, and organizational behaviour to the development of practical emotional intelligence training programs for information professionals. The paper details acomparison of a variety of theoretical and practical EI training approaches. The results show that many programs share characteristics in terms of their: 1) theoretical foundations (i.e., EI framework); 2) duration of training; 3) grounding in self-awareness competencies; 4) combining theory and practice; 5) combining individual and team learning; and 6) valuing frequent assessment and feedback.
... Education for the development of EI skills can occur within the theoretical and clinical education of healthcare students and in work-based training programmes for practising healthcare professionals (Foster & McKenzie, 2012). In addition to including EI into specific curriculum, EI skills can be learned and enhanced by healthcare professionals through intra-and interprofessional team-based situated learning or workplace experiences, where relational bonds and sharing of emotional knowledge facilitate confidence in working with own and others' emotions (Clarke, 2010;Foster & McKenzie, 2012). ...
... Skills associated with high EI in healthcare students, that could be the focus of educational strategies for nursing and pharmacy students, include the following: reflection and appraisal; Foster and McKenzie (2012) assert that social learning theory could provide a framework for EI education for healthcare professionals because it can promote learning as a social process and can facilitate engagement with the complex environments and relationships characteristic of health care. Nursing and pharmacy students are exposed to dynamic environments and challenging relationships early in their education programmes through clinical practicums/ workplace learning, therefore their education needs to have an emphasis on strengthening their ability to effectively manage complex situations and relationships, which undoubtedly involve emotions (Foster & McKenzie, 2012 (Clarke, 2010). ...
... The unique elements of IPE highlight its significance for developing EI among nursing and pharmacy students, who at the same time need to develop individual and collective professional identities and values and effective communication and negotiation skills. Situated learning is based on the premise that context (inter-or intraprofessional healthcare team and/or healthcare environment) strongly influences what is learned, and learning takes place through coparticipation (among team members) that facilitates open dialogue, reflection and exchange of emotional knowledge(Clarke, 2010;Sargeant, 2009).Discourse and sharing experiences via workplace social structures that include journal clubs, team meetings, clinical supervision and relationships with colleagues, enhance the visibility of emotional abilities and allow them to be a focal point for discussion and learning(Clarke, 2010). Consideration must be given then to EI education for both students, and qualified nursing and pharmacy professionals, within the varied sociocultural contexts of the healthcare setting/ workplace.While there is some inconsistency in the literature about which particular EI components should be included in educational curricula of healthcare students and professionals, some common components have been identified(Foster & McKenzie, 2012) including social skills and the attributes of self-awareness, self-regulation, empathy and emotional connection(McQueen, 2004;Shane & Vogt, 2013), relationship management, maintenance of professional boundaries and rational thinking(Foster et al., 2015).Cherry et al. (2014) propose that any teaching about EI should address the influence of students' emotional responses on their conduct, identity, motivation and subsequent learning experiences and should assist students to become partners in the development of EI. ...
Aims and objectives:
To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations.
Background:
Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known.
Design:
A qualitative design, using semi-structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed-methods study). Final-year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version).
Results:
Challenging interpersonal situations involving student-staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately.
Conclusions:
Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting.
Relevance to clinical practice:
Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills.
... Leaders who have better emotional intelligence can have a significant impact on their teams and organisations (Juravich & Babiak, 2015), since this increases the likelihood of them being more able to communicate clearly and effectively, listen actively and express their ideas and feelings through more collaborative and assertive processes (Hendon et al., 2017;Nateri et al., 2020). Emotionally intelligent leaders stand out by their capacity to understand and respond to their collaborators' needs and concerns more efficiently (Clarke, 2010;Schall et al., 2017), besides demonstrating greater capacity to create cohesion in their teams, via a more positive work environment (Moron, 2018;Winton, 2023). ...
... From the above, it is understood that coaches' training should be reconsidered from a holistic perspective, since these are fundamental stakeholders in the process of developing players. In this respect, some studies have suggested that learning in a team can by understood as one of the most effective methods to develop emotional intelligence (Clarke, 2010;Hodzic et al., 2018), since coaches, as leaders in young footballers' training process, are responsible for some emotions, such as the feeling of a task completed, or the mere fact of gaining success or not in a given activity (Fritsch et al., 2018;Schall et al., 2017). In the same connection, previous studies have suggested that one way for coaches to contribute effectively to their teams' success is to reinforce their training in soft skills particularly in the area of leadership and emotional intelligence (Lee et al., 2006;Pires et al., 2021). ...
Purpose
This study aims to analyse whether football coaches’ age and experience have an impact on self-perception of emotional intelligence, as well as analysing the impact of this on leadership skills.
Design
The research involved 211 football coaches. A questionnaire was used to assess the self-perception of emotional intelligence and leadership skills through structural equation modelling (SEM-PLS) to validate the hypotheses.
Findings
Results indicate that age has statistically significant impacts on emotional intelligence, particularly in the dimensions of well-being, emotionality and sociability. It was also concluded that experience as a coach, in relation to years in the profession and the number of clubs served, does not have any statistically significant effect on any of the four dimensions of emotional intelligence. As for the impact of emotional intelligence on leadership skills, a positive impact was found on well-being, emotionality and sociability, but not on self-control.
Practical implications
One recommendation is to structure coaches’ training paths with perspectives that go beyond physiological, technical and tactical aspects, namely by developing skills such as emotional intelligence and leadership.
Research contribution
This study suggests that sport agents in general need to be more aware of the importance of some soft skills in improving their teams’ performance.
... earning is the reason for all the excellent human progress in today's world [1], and through learning, humans acquire most of their abilities, develop intellectually, and realize their mental abilities. Academic motivation is one of the effective conditions for learning among learners. ...
... The learner's motivation is one of the fundamental causes of problems, such as academic failure, in the education system. Different definitions, such as academic motivation, deal with learning motivation in educational applications of motivation [1]. On the other hand, reduced academic motivation and academic failure are critical problems of the education system in countries that waste many resources [2]. ...
Background: Students’ academic motivation is one of the essential factors for academic achievement and the growth of societies, which emphasizes the importance of examining academic motivation correlations. Therefore, this research aims to evaluate the structural equation model for explaining students’ academic motivation based on emotion regulation with the mediating role of academic self-efficacy.
Methods: This quantitative-correlational research was conducted using structural equations. The research population included all high school students (3057 people) in the seventh, eighth, and ninth grades in Gonabad Town, Iran in the academic year of 2019-2020. In this population, 1646 were girls and 1411 were boys. A total of 250 people were considered a sample group by the multistage cluster random sampling method based on the principles of structural equations modeling. After obtaining the informed consent letters, all participants completed the situational motivation scale (SIMS) developed by Sinclair & McInroy (1992), the Morgan-Jinks student efficacy scale (MJSES), the cognitive emotion regulation questionnaires of Garnowski et al. (2002), revised adult attachment scale (1990) developed by Collins and Reed, and the classroom environments questionnaire (Fraser, 1995). Next, the data were collected and analyzed through Pearson correlation methods and structural equations using the SPSS software, version 19, and AMOS software, version 20.
Results: Academic self-efficacy (0.20) and emotion regulation (0.37) directly and significantly affected academic motivation. In addition, emotion regulation (0.53) had a direct and significant effect on academic self-efficacy. There was an indirect relationship between emotional regulation (0.24) and mediated academic self-efficacy on academic motivation (P
... Emotional development also encourages team-building efforts and cooperative learning experiences (Welch, 2003). Those with high EI are also comfortable in collaborative, team-based settings (Clarke, 2010;Goleman & Boyatzis, 2008). For college students specifically, team-based collaboration facilitates confidence when making career decisions and facing uncertainty (Jackson & Wilton, 2016;Raelin et al., 2011). ...
... Previous research supports the notion that EI is related to success in the workplace and group collaboration (Clarke, 2010;Petrides & Furnham, 2006;Sigmar et al., 2012). In addition, cooperative learning opportunities help college students understand the dynamics of the world of work and its demands (Raelin et al., 2011). ...
Career paths of entry-level professionals in media fields are more ambiguous and complex than ever before. To make a successful transition into their careers, graduates must possess career management skills; they should be career adaptable. Grounded in a social psychological approach, a survey of college students ( N = 320) examined how emotional intelligence and extracurricular involvement influences career adaptability. Journalism and mass communications students were compared to other majors along these variables to bring insight into how career management training can be implemented. Results indicated a positive relationship between emotional intelligence and career adaptability, which was enhanced by extracurricular participation.
... Although few studies have evaluated EI training, and debate exists about the efficacy of developmental EI programs (Clarke, 2006(Clarke, , 2010, some support has been found for the efficacy of EI training (Gignac et al., 2012;Sigmar et al., 2012;Thory, 2016) and team-based EI training approaches (Clarke, 2010), which may be an area particularly appropriate for study with a cross-cultural lens in the Indian call center environment. As suggested by Ilangovan and colleagues (2007) in their study of Indian-U.S. EI differences, Indian employees' EI may be leveraged more with team-based learning activities, given the higher collectivist culture in India relative to the United States generally. ...
... Although few studies have evaluated EI training, and debate exists about the efficacy of developmental EI programs (Clarke, 2006(Clarke, , 2010, some support has been found for the efficacy of EI training (Gignac et al., 2012;Sigmar et al., 2012;Thory, 2016) and team-based EI training approaches (Clarke, 2010), which may be an area particularly appropriate for study with a cross-cultural lens in the Indian call center environment. As suggested by Ilangovan and colleagues (2007) in their study of Indian-U.S. EI differences, Indian employees' EI may be leveraged more with team-based learning activities, given the higher collectivist culture in India relative to the United States generally. ...
Emotional intelligence has been found to be related to job satisfaction and turnover for employees at all levels and is being explored by researchers in cross-cultural settings. The present study investigated the role of emotional intelligence in predicting job satisfaction and turnover for call center agents in India. Study participants were 299 call center agents in Bangalore and New Delhi, who were administered a questionnaire measuring their emotional intelligence, job satisfaction, and turnover intentions. Analyses revealed that emotional intelligence was positively related to job satisfaction, and job satisfaction mediated the relationship between emotional intelligence and turnover intentions. Implications of the study are discussed, including leadership and development practices to enhance emotional intelligence among employees in jobs requiring high levels of emotional investment, as well as the use of the culturally adapted emotional intelligence self-report measure developed by Singh (2004).
... Third, EI theory draws upon a wealth of research from business, management, and psychology which applies to clinicians and addresses the needs of occupational therapy leaders (Carmeli & Josman, 2006;Clarke, 2010;Mayer et al., 2004). Studies indicate that degree of EI is positively related to leadership and management abilities (Codier, Kamikawa, & Kooker, 2011;George, 2000;Mayer et al., 2008) as well as occupational therapy students' fieldwork performance (Andonian, 2012). ...
... Training modules in EI skills have been implemented for diverse groups including faculty, students, clinicians, and managers. Training approaches include EI skill education, self-questioning strategies, coaching, and role play (Bracket et al., 2007;Clarke, 2010;Codier et al., 2011;Kornacki & Caruso, 2007). Modules often begin with participants completing the MSCEIT online and then receiving feedback on their MSCEIT scores in terms of areas to develop, areas of competence, and areas of skill (Bracket et al., 2007). ...
Emotional intelligence theory developed within the psychology and business fields and is described as an ability to monitor emotions and to use the information to guide thinking and problem solving. Emotional intelligence skills are needed by occupational therapy practitioners to support therapeutic use of self, promote client-centered care, and foster communication skills within the workplace. A scenario illustrates how emotional intelligence supports the therapeutic use of self during a clinical interaction. The Mayer Salovey Caruso Emotional Intelligence Test is introduced as a resource for occupational therapy practitioners to measure and develop therapeutic relationship skills based upon emotional intelligence research.
... Mayer & Salovey consider Emotional Intelligence as an ability, while Furnham & Petrides categorize Emotional Intelligence as a trait (de Villiers, et al., 2019). On the other hand Goleman introduces Emotional Intelligence as a set of competencies (Vierimaa, 2013), whilst Bar-On suggests it as a mix of competencies, skills and personal facilitators (Clarke, 2010a), (Bar-On, 2006). ...
Abstract I
Purpose
The purpose of this research is to find out which Emotional Intelligence competencies are essential to successful animation film directors. This research question is proposed regarding the difficult circumstances, feature animation productions confront in compared to ordinary movie productions. The longer production durations, the higher number of crew members, and the complex production procedures in feature animation productions lead to a tougher job for film directors in this particular genre. Yet competencies of animation film directors as project leaders have not been researched before, which makes this a unique question for a research subject.
Design / Methodology / Approach
A literature review was conducted by exploring Emotional Intelligence through different school of thoughts whilst defining it in the context of leadership competencies. Relevant work investigating Emotional Intelligence competencies in effective leadership and project leadership performance were reviewed and the Boyatzis ESIC-PM Model was chosen as the basis for the primary research, to interview successful animation film directors.
Considering the criteria of success being the completion of a movie as referred to by Topping (2004), 12 successful animation film directors participated in this research through a set of semi-structured interviews with a competency basis to identify major critical situations in feature animation productions and the applicability of the Boyatzis ESIC-PM Model to achieve project leadership superior performance in feature animation productions.
Findings
Of the 35 competencies proposed in the Boyatzis ESIC-PM Model, 31 competencies were identified as essential, and the rest of the competencies were identified as applicable to film directors during the production of feature animated films.
Research Limitations / Implications
Given that the participants were all considered Hollywood style filmmakers, it is suggested that more animation film directors from different styles and locations be explored. Conducting an empirical research on the participants’ crew, based on a refined framework is also suggested to investigate the competencies the crew identifies in regards to their project leaders and compare those answers with that of the film directors.
Practical Implications
A refined framework based on the Boyatzis ESIC-PM Model can be used especially for younger generation animation film directors to ensure superior performance, a smooth production process and to avoid production crisis.
Originality / Value
This research notes that Emotional Intelligence competencies have a crucially important role in feature animation productions, result to animation film directors’ superior performance and can avoid production crisis.
Keywords
Emotional Intelligence, Emotional Intelligence Competencies, Leadership Competencies, Film Production Leadership, Animation Film Directors Emotional Intelligence Competencies, Emotional Intelligence in Feature Animation Productions
... Studies show that EI training is successful with children, teenagers, college students, and nurses (e.g., Codier, Freitas & Muneno, 2013;Motamedi, Ghobari-Bonab, Beh-pajooh, Yekta, & Afrooz, 2017;Orak, Farahani, Kelishami, Seyedfatemi, Banihashemi, & Havaei, 2016;Ulutas & Ömeroglu, 2007). Clarke (2010) discovered that one-day EI training had no effect on MBA students. However, when it is followed by extensive team-based learning, the EI dimension of relationship management dramatically increases, which is pertinent to this research. ...
This research presents the real psychometric impacts of the pandemic on young professionals. Human resource policies must be appropriately formulated to maintain healthy and productive employees, balancing corporate and individual needs. The changes in personality type, emotional intelligence, and locus of control were measured from before to during COVID and then again from during until after COVID. While the psychometric changes of males were minor during these periods, women experienced numerous changes during COVID-19 but subsided after the pandemic. Men and women exhibit less conscientious behavior, first manifested during the pandemic but persisted after the pandemic. This research sheds insights into the current reluctance of professionals to abandon remote working instituted during the pandemic and management’s insistence that workers return to the office.
... Gilar-Corbí et al. (2018) demonstrated the effectiveness of a multimethodological approach, including online, in-class, and coaching methods. Clarke (2010) found that team-based learning can enhance emotional abilities, particularly when combined with emotional intelligence training. Similarly, Grant (2007) showed that a long-term coaching skills training program can improve EI. ...
Emotional intelligence (EI) is a learning and influential skill within a constellation of noncognitive competencies, leading to successful coping and mature behavior in difficult situations. Organizations require training techniques such as metacognitive training to meet the needs of their workforce in this field. Using convenience sampling techniques, we selected 450 employees from Parsian Bank to assess the effectiveness of metacognitive training on EI and ego defense styles. We conducted the Bar-On emotional intelligence inventory and the defense styles questionnaire to evaluate the EI and ego defense styles of the participants. Out of these, we selected 44 employees with average scores, dividing them into two equal groups: experimental and control. This study was quasi-experimental, with a pre- and post-test design and a control group. We conducted metacognitive training on the experimental group over nine sessions, each lasting two hours, based on the Nine-Layer Pyramid Model of Emotional Intelligence, which has been in use for over two years. For data analysis, we employed multivariate analysis of covariance (MANCOVA). As a result, given the past findings and direct results of this study, one can understand that metacognitive training has the potential to enhance EI and mature defense styles (P<0.05) and reduce neurotic defense styles (P<0.05), but has an insignificant effect on the immature defense styles of the bank's employees.
... Scholars have uncovered similar results exploring the impact of Project-based learning on participation and engagement (Johnson & Delawsky, 2013;Shin, 2018). Team-based learning has also significantly improved engagement (Chad, 2012;Sweet & Michaelsen, 2012) and emotional intelligence (Borges et al., 2012;Clarke, 2010). ...
... The variables of the current study were self-reported at single time point using only self-reported EI measure (WLEIS) tool which could increase concerns around common method variance, and may include bias (Clarke, 2010;Libbrecht et al., 2010). For example, such EI measures could have the concern of measuring participants' self-efficacy or confidence more than they are measuring actual EI (e.g., there could be participants who are actually low in EI but who think they are highly emotionally intelligence; these participants with low EI will score high on a self-report EI measure). ...
There is still no clear agreement between previous studies regarding the association between leadership effectiveness (LE) and emotional intelligence (EI), and the moderating effect of gender. In the current study, we tested the impact of (EI) on (LE) and the moderating role of gender on this relationship. We employed Hierarchical Moderated Multiple Regression analysis (MMR) for our data, which we collected from 141 questionnaires using a non-probabilistic technique from Fast-moving consumer good (FMCG) in Egypt. We found that EI is positively related to LE. The gender variable moderated both the relationship between others’ emotional appraisal and LE and use of emotion and LE. Specifically, others’ emotional appraisal was positively associated with LE for females, but almost unrelated for males; whereas the positive relationship between use of emotion and LE was stronger for males compared to females. The current study highlights the crucial role that human resource development and training would play in augmenting EI skills for both female and male leaders in general, and how each gender needs to better develop understanding on the other gender emotional positions. Our data was collected from a small sample of only two organizations, which hinders our ability in generalizing the findings to other organizations. While conducting future research, these aspects should be kept in mind, which can provide more valuable results. Conducting this study in Egypt contributes to the international learning experience on EI and LE in countries other than Western ones.
... Moreover, two studies discussed the impact of a team leader's EQ on the transformational leadership (Hur et al. 2011), intra-team trust, and team performance (Chang et al. 2012). EQ training programs followed by participating in team-based learning improve team members' EQ (Clarke 2010a). Team flexibility (Günsel and Açikgöz 2013), and team culture (Jamshed and Majeed 2019) have been suggested as antecedents to the team's overall EQ. ...
With organizations moving towards team-based structures, there is a great interest in studying organizational teams. Using a comprehensive, thorough, and systematic literature review, this study reviews the existing studies that have contributed to the importance of intelligences in various types of teams. This study intends to structure existing research, identify its current trends, and provide an overview of recent research strands and topics on the role of intelligences in organizational teams. Searches were conducted of Web of Science and EBSCO databases, and 44 eligible studies, published in Chartered Association of Business Schools (ABS) ≥ 2-star journals, were identified. The results indicate that cognitive ability, emotional intelligence, and cultural intelligence can be considered important factors contributing to various team-related outcomes. Furthermore, the findings demonstrate a growing interest in research on global virtual teams, which is a trend that is predicted to continue. Suggestions for future research directions are discussed.
... Systematic training programmes and strategies for enhancing nursing management and leadership competencies are important in helping nurses understand their own and others' emotions, increasing social competencies and reducing turnover intentions (Aboshaiqah et al., 2016). Training to develop EI presents a number of challenges (Clarke, 2006a), although team-based learning has produced promising results (Clarke, 2010). EI training has been effectively developed in nursing through reflection on practice (Akerjodet and Severinsson, 2004) and workplace learning initiatives (Clarke, 2006b). ...
Purpose
The objective of this study is to investigate the role of emotional intelligence and empowering leadership in enhancing psychological empowerment and work engagement in private hospitals.
Design/methodology/approach
A total of 500 questionnaires were distributed to staff nurses at five private hospitals in Riyadh, Saudi Arabia, 100 questionnaires to each hospital, with an achieved response rate of 34.8%.
Findings
The results show statistically significant positive relationships between emotional intelligence, empowering leadership, psychological empowerment and work engagement. The relationship between emotional intelligence and work engagement and psychological empowerment and work engagement were not significant.
Research limitations/implications
The study found that employees who have a high level of emotional intelligence and the positive stimulus of empowering leadership demonstrate enhanced psychological empowerment and work engagement.
Practical implications
A better understanding of the role of EI and EL in enhancing psychological empowerment and work engagement could help hospitals reduce turnover among nurses and improve their relationships with patients, as well as maintaining competitive advantage.
Originality/value
The study provides evidence to support the effect of EI on empowering leadership, psychological empowerment and work engagement in private hospitals.
... The use of self-reported data has suffered a number of criticisms concerning that self-ratings are likely to suffer from leniency and social desirability bias (Podsakoff and Organ, 1986). Similar conclusions were drawn from the emotional and social competency literature Baumeister, 2005;Clarke, 2010;Taylor, 2010). Several lines of evidence suggest that the ratings given by other people provide a more complete picture of an individual's behavior (Taylor and Bright, 2011), and that a 360-degree assessment excluding self-assessment is less likely to be susceptible to bias (Bernardin and Tyler, 2001). ...
Emotional and social competencies have been shown to be extremely desirable in young people for their successful entry into the labor market. Their development has been studied primarily as a result of formal training in the educational and work domains, whereas relatively little is known about the role played by extracurricular activities in promoting these types of competencies. Non-working personal experiences are often used as proxies to assess the emotional and social competencies of candidates in recruitment and selection phases. However, this inference is not based on clear scientific evidence. Drawing on experiential learning theory, this study investigated empirically the relationship between a range of extracurricular activities (volunteering, cultural activities, experience abroad, sport) and the competency portfolio of graduates. Data were collected from a sample of 324 graduates through a structured survey and a multi-rater assessment of their emotional and social competencies. The results of the Partial Least Square-Path Modeling in general provide support for the positive association between experiential extracurricular activities and emotional and social competencies, although not all relationships are supported. The present study contributes to advance in the understanding of the determinants of emotional and social competencies by examining their relationship with a broad range of extracurricular activities. Moreover, it discusses implications for higher education and human resource management.
... (Cammack, 2005;Delfabro et al., 2006;Plaford,�ملختلفة �لجتماعية 2006;Baroncelli & Ciucci, 2014) Dixon, 2006;Bauman & Pero, 2011;Lomas, Stough, . Hansen & Downey, 2012;Smith, 2014) Yalcin, Karahan, Ozcelik & Igde, 2008 ;2012 �س، � � عو� �يد،1102; � � �ل�س ; Clarke, 2010; �م، � � إبر�هي � ;2010 �د، � � أحم � Mustaffa et al., 2013;; �ول، � � حنت ; Kokkinos & Kipritsi, 2012 .( Mihaela, 2014;Önen & Ulusoy, 2015 Chalamandaris & Piette, 2015) 2102؛ �م، � � وقا�س �ن، � � (ح�س �وث � � و�لبح �ات � � �لدر��س �ن � � م �د � � �لعدي �رت � � أظه � �د � � وق Stroch & Masia, 2003;Espinoza, Delfabro et al., 2006;Georgiou, 2008;Burger, Strohmeier, Spröber, Bauman & Rigby, 2015) Lopes, Salovey & Straus, (2003) Brackett, Mayer & Warner, (2004) Sukhodolsky, Golub, Stone & Orban, (2005) Weiner & Miller, (2006) (Bauman & Pero, 2011;Eisner, 2012;Weiner et al., 2013) . ...
... Emotional intelligence training terbukti mampu mengembangkan kemampuan manajerial, karena meningkatnya emotional intelligence dan psychologycal well-being (Slasky dan Cartwrigth, 2003); Natasha dan Davis, (2011); Brackett dan Katulak (2007);. Selain dengan training, emotional intelligence juga dapat dikembangkan dengan metode Team-Based Learning (Clarke, 2010). ...
Burnout merupakan suatu sindrom psikologis yang menyebabkan gangguan psikologis dan fisiologis yang lebih banyak diderita oleh pekerja sektor pelayanan. Salah satu gangguan yang terjadi adalah munculnya kelelahan emosional. Jika kondisi ini terjadi pada individu dalam jangka waktu yang lama dan terus menerus, maka akan berdampak pada penurunan kualitas hidup penderitanya sehingga berimplikasi pada penurunan kualitas pelayanan dan menghambat produktifitas organisasi. Diperlukan suatu intervensi yang efektif untuk mereduksinya. Tujuan penelitian ini untuk mengetahui pengaruh pelatihan emotional intelligence dalam mereduksi burnout. Metode penelitian menggunakan eksperimen dengan desain Untreatedpretest-postest control group. Subyek penelitian ini anggota polisi di Polda Banten berjumlah 28 orang (14 orang kelompok eksperien dan 14 orang kelompok kontrol). Analisis data menggunakan metode Independent sample t-test gain score, untuk melihat pengaruh pelatihan terhadap kelompok eksperimen dan kelompok kontrol anatara sebelum dan sesudah perlakuan. Hasil uji hipotesis penelitian ini berdasarkan hasil Independent sample t-test gain score,(t =-2.281;p 0.036), (p kurang dari 0.05) terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Abstract: Burnout is a psychological syndrome that leads to both psychological and physiological disturbance which is most likely suffered by the workers in the service sector. One of the example, which appeared is emotional exhaustion. If the condition occurred on individuals for a long time and continuously, it will affect the reduction of sufferer life quality and in consequence, results in the digression of service quality and organization productivity. The purpose of this research was to know the influence of emotional intelligence training in reducing burnout. The method of this research was by conducting an experiment by the design of the untreated pretest-postest control group. The subjects of the research were members of policemen at Banten Regional Police as much as 28 people (14 people in the experimental group and 14 people in the control group). Data analysis was using independent sample t-test gain score methods, to know the influence of the training towards both experimental group and control group, before and after it applied. The results of the hypothesis testing of the study showed the value of independent sample t-test gain score resulted (t= -2.281; p 0.036), (p less than 0.05) means there is a significant difference between the experimental group and control group.
... The training included practice sessions on agile thinking, increasing self awareness and intentional thinking, on how to manage emotions intelligently, expectation management, handling tendency to spend emotional energy on unworthy battles, anger control techniques, recognizing and managing negative emotions, relationship management, effective listening, empathy training, rapport building, conflict management, on how "thinking brain" is used to manage the "emotional brain". Such workshop techniques typically cover learning activities, question-answer sessions, dispensing of learning materials, brochures or handouts along with the use of games, power point slides, skills practice, wrap up or debriefing questions and comments (Ciarrochi & Mayer, 2007;Clarke, 2010;Druskat & Wolff, 2001). ...
Emotional Intelligence (EI) is the need of hour for police personnel in our country. It is the objective of this pretest-posttest intervention based quasi-experimental research study to evaluate the impact of a tailor made half-a-day EI Orientation Program prepared from multiple sources upon 30 policemen in the cadre of Head Constables and Constables. Results following the use of standardized self-report measures at baseline and post-intervention show significant change (p: <0.001) in EI scores across all domains as outcome variable with little or scattered impact on their Job Satisfaction (JS) scores (p: >0.05). It is concluded that the EI developmental orientation program appears to have had positive effect on the police personnel. Given certain limitations, further research is however warranted to determine whether EI can be a useful measure in police training even as the concept and its measurement requires further refinement and development.
... Previous studies have indicated that training interventions provide means to enhance emotional competence at work. In line with this, writings on emotional intelligence have argued that emotional abilities can be taught and developed (Pool & Qualter, 2012), that training can improve individuals' wellbeing and work performance (Schutte et al., 2013;Clarke, 2010a), and that education can improve individuals' emotional information processing and emotional literacy (Ashkanasy et al., 2009). Related writings have indicated that training in emotional skills may promote pro-social responses (Kemeny et al., 2012). ...
Purpose
The study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.
Design/methodology/approach
Emotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.
Findings
The study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.
Research limitations/implications
This study was conducted in one organization.
Practical implications
Organizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.
Originality/value
Previous studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.
... The study's findings suggested that developing skills and behaviours specific to Emotional Intelligence are essential for preparing managers' careers, as well as for personal success and fulfillment. Instead, Clarke (2010) investigates the effects of participating in an Emotional Intelligence development session, followed by team learning activities, on a sample of MBA students, and concludes that the development session alone has no effect. Participating in team learning activities has created stronger connections between team members, which really support the development of Emotional Intelligence. ...
The purpose of the paper is to emphasize the complexity of the concept and the difficulty of measuring emotional intelligence. There is a particular concern for highlighting the specific aspects of emotional intelligence role and contribution to the development of leadership
skills. A brief review of the studies dealing with this topic is carried out within the article, precisely to demonstrate the utility of some future research directions in the field of emotional intelligence, like part of behavioral studies in organizations.
... However, Hopkins and Yonker (2015) referred that Emotional Intelligence (EI) minimizes disagreements and conflict among team members and it supports team cohesion. Clarke (2010) underlined the impact of Emotional Intelligence (EI) in achieving a sufficient level of synergy between team members, and it also has a positive influence on team outcomes. Stubbs and Wolff (2008) pointed out that Emotional Intelligence (EI) facilitates valued interaction among team members and promotes learning from each other. ...
This paper focuses on testing the impact of managers' emotional intelligence on employees work life balance in Jordanian private hospitals. 6 out of 13 hospitals were randomly selected, and 300 employees from non-managerial levels were surveyed using the questionnaire. 286 questionnaires were also analyzed. The most important findings of the study show that the managers in the examined hospitals have emotional intelligence skills, and the studied hospitals provide their employees with work life balance activities. The results of multiple regression revealed that there is a statistically significant impact of managers' (empathy and social skills) on employees' work life balance. The study revealed that there are differences of respondents' perception of work life balance initiative due to their gender, while there are no differences of employees' perception due to their marital status and number of children. Based on the results, the researcher recommended that more attention should be given to boost managers and employees emotional intelligence skills, and to broaden the scope of the provided work life balance activities in health care organizations and hospitals in particular.
... A number of studies indicate the effectiveness of EI training for children, adolescents, college students, and nurses (e.g., Codier, Freitas & Muneno, 2013;Motamedi, Ghobari-Bonab, Beh-pajooh, Yekta, & Afrooz, 2017;Orak, Farahani, Kelishami, Seyedfatemi, Banihashemi, & Havaei, 2016;Ulutas & Ömeroglu, 2007). More relevant to the study at hand, Clarke (2010) finds that a one-day EI training has no impact on MBA students, but when the training is followed by intensive team-based learning, the EI dimension of relationship management significantly increases. ...
Managers seeking to assure the success of teams in their organizations often resort to the use of psychometric measures to assign individuals to teams. We obtained psychometrics of 13 virtual teams before and after they engaged in five weeks of intense virtual collaborative activities. We found that significant changes in psychometrics had occurred during this period, suggesting that intense virtual teamwork experience themselves may modify individual psychometrics as teams strive to achieve their goals. While exploratory in nature, the statistical results are strong and serve as a cautionary note to all companies that use psychometrics to guide their actions.
... Although there may be innate differences in emotional intelligence abilities, most emotional intelligence researchers believe that it can be developed through human resource training and development programs (Cherniss, 2000;McEnrue & Groves, 2006). Studies have shown that emotional intelligence development programs have been successful in a variety of settings, such as health care and project management (Clarke, 2006a(Clarke, , 2006b(Clarke, , 2010a(Clarke, , 2010b. In his review of emotional intelligence developmental training programs, Kunnanatt (2004, p. 495) concluded that: ...
This meta‐analysis found that the emotional intelligence–organizational citizenship behavior relationship is stronger in long‐term oriented and restraint cultures. However, this relationship does not differ between individualistic and collectivistic cultures, masculine and feminine cultures, high uncertainty avoidance and low uncertainty avoidance cultures, and high power distance and low power distance cultures. The emotional intelligence–counterproductive work behavior relationship is stronger in collectivistic, feminine, high uncertainty avoidance, high power distance, long‐term oriented, and restraint cultures. Emotional intelligence–organizational citizenship behavior/counterproductive work behavior relationships are mediated by both state positive affect and state negative affect. Human resource development professionals from cultures where the effects of emotional intelligence are stronger are especially recommended to hire emotionally intelligent employees and/or provide emotional intelligence training to stimulate organizational citizenship behavior and to restrain counterproductive work behavior. Although there are important cross‐cultural differences, emotional intelligence universally encourages organizational citizenship behavior and almost universally diminishes counterproductive work behavior across cultures.
... Past studies have shown that training improves the EI of students [22,39,[40][41][42][43][44], employees [45][46][47], and managers [48][49][50][51][52]. More specifically, within the academic context, Nelis et al. [22] found that group-based EI training significantly improved emotion identification and management skills. ...
Purpose: This article presents the results of a training program in emotional intelligence. Design/methodology/approach: Emotional Intelligence (EI) involves two important competencies: (1) the ability to recognize feelings and emotions in oneself and others, and (2) the ability to use that information to resolve conflicts and problems to improve interactions with others. We provided a 30-hour Training Course on Emotional Intelligence (TCEI) for 54 senior managers of a private company. A pretest-posttest design with a control group was adopted. Findings: EI assessed using mixed and ability-based measures can be improved after training. Originality/value: The study’s results revealed that EI can be improved within business environments. Results and implications of including EI training in professional development plans for private organizations are discussed.
... A great amount of research on emotional intelligence has been conducted in various industries and academic institutions (Brackett, Mayer, & Warner, 2004;Chapin, 2015;Conte, 2005;Jonker, 2009). Multiple studies have shown that specific areas of emotional intelligence can be developed over time and with strategic intervention or development so schools of theology, Christian institutions of higher education, and denominational/ecclesiastical institutions have a unique opportunity to develop emotionally intelligent pastoral leaders (Clarke, 2010;Hendron et al., 2014). It has also been shown that over time and with certain experiences, areas of emotional intelligence may develop throughout a person's life ( Bar-On, 2011;Brackett, Mayer, & Warner, 2004;Stein & Book, 2011). ...
Research on the emotional intelligence of United Methodist clergy in the Kentucky Annual Conference is being conducted utilizing the Emotional Quotient 2.0 (EQ-i 2.0) assessment. Over 20% of active clergy have been assessed thus far and several trends are becoming evident. Specifically, of interest are those clergy persons who have engaged in graduate-level theological education and those who have not. This research seeks to add to the scholarly dialogue on understanding the impact of theological education in the formation of clergy leadership.
... 30 Es decir una percepción de riesgo, lo cual lleva a un clima de seguridad negativo, aumentaría la experiencia de estrés y reduce el bienestar psicológico. 31 Otras teorías sugieren que el estrés y la insatisfacción resultante de la inseguridad laboral conducirán a una bajada del conocimiento y la motivación de seguridad. 32,33 Según Hofmann y Stetzer 34 , una de las consecuencias de esto puede ser que los empleados tienden a centrar su atención en el rendimiento en lugar de la seguridad en tiempos de estrés, como la posibilidad de poder perder sus puestos de trabajo. ...
The objective of this research is to analyze the relationship between work stress and job satisfaction in a Charity Institution in the Province of Concepción. A cross-sectional, descriptive, correlational empirical study was developed, with a study universe consisting of 184 workers, divided into five groups. The self-administered and anonymous questionnaire with 71 items divided into 3 sections: general information, work stress and job satisfaction. The reliability analysis of the questionnaire presented values of Cronbach's alpha, for Labor Satisfaction between 0.656 and 0.923, for Labor Stress between 0.635 and 0.927, the reliability being acceptable in both. In general, with respect to stress, all work groups are located in the low tension, low psychological demand, high labor control and high global support quadrant. Regarding Job Satisfaction, the general average in the evaluated work lines is 3.8 points, which denotes a medium level of job satisfaction. The correlations allow us to conclude that the greater the perception of the variables of job satisfaction and greater control over work, the reduction of the degree of stress is achieved. In addition, the dimen sion of Global Labor Social Support increases the Labor Satisfaction, allowing to reduce stress.
... Active participation may also be a moderator of the efficacy of an intervention: a recent study (Clarke, 2010a) that assessed the effects of attending a 1-day EI training session followed by participation in team-based learning, reported that there was a positive effect only for those participating more intensively in team learning. Because participation may be linked to motivation and expectations, controlling for these features in future research could provide useful information. ...
Emotional intelligence (EI) can be defined as the ability to identify, express, understand, manage, and use emotions. EI has been shown to have an important impact on health, relationships, and work/academic performance. In this article, we present a systematic review of 46 EI intervention studies on adult populations in order to assess their outcomes. Overall, these findings provide some support for the efficacy of EI programs. However, important limitations in most of the studies restrict the generalizability of their results. We discuss the contributions and limitations of these studies and make recommendations for the development and implementation of future interventions.
... In other words, leaders become mature to a large extent as they become more sensitive towards the feelings of others. Clarke (2010) observed that emotional intelligence was associated with transformational leadership, and personality and cognitive abilities served as control variables. Trehan and Shrivastav (2012) claimed that emotional intelligence was important for leadership, motivation, communication, decision-making, interpersonal relations and change management. ...
The study focuses on understanding the emotional intelligence and leadership linkages in a non-Western context. The study was conducted on a sample of 230 supervisors and subordinates drawn from branches of the banking sector in the state of Jammu and Kashmir, India. The study employs three-dimensional emotional intelligence model developed by Singh and Chadha. Emotional competency and emotional sensitivity were found to be significant antecedents of leadership effectiveness in the context under reference. The knowledge gained from this research is expected to increase the understanding of effective leadership and help produce powerful tools for the selection, and training and development of leaders, potentially enhancing organizational climate and performance.
... Research has demonstrated that employees' emotion management skills can be improved through workplace learning interventions (Cherniss and Goleman, 2001). Team-based learning also increases opportunities for employees to raise emotional awareness and to practice emotional regulation (Clarke, 2010). Such interventions are clearly beneficial for both the individual's affective well-being and the team's effective functioning. ...
Purpose
Using interpersonal relationship development as a metaphor for team process, the purpose of this paper is to explore critical psychological mechanisms transforming team inputs into successful work outcomes, at the individual level.
Design/methodology/approach
The participants in this study were full-time employees in Taiwan. The authors employed a two-phase design to examine the developmental aspect of, and the enhancer for the team process. Paper-based questionnaires were used to collect data. All the research constructs were assessed at the individual level, thus analysis was conducted at the same level.
Findings
The results from 338 Taiwanese employees revealed that perceived psychological similarity (i.e. value and attitudinal congruence, a team input) led to favorable work outcomes (i.e. job satisfaction and team performance) through the linking mechanism of team cohesion. Furthermore, team members’ trait emotional intelligence (EI) amplified the positive relationship between psychological similarity and team cohesion.
Practical implications
First, managers should purposefully assemble employees with similar values and interests to work together, giving the team a good start with the like minds. Second, the results indicated that trait EI as a key personal resource enhances the positive relationship between psychological similarity and team cohesion. Workplace learning interventions should be implemented to improve employees’ emotion management skills.
Originality/value
Adopting the interpersonal relationship development perspective to study team process, the findings have confirmed the important roles of perceived psychological similarity among members and individual’s EI for team functioning. The authors’ endeavor has demonstrated the value of solid theoretical basis and the benefit of an individual-level analysis in delineating the mediating processes that explain why certain inputs affect team effectiveness and viability.
... The training included practice sessions on agile thinking, increasing self awareness and intentional thinking, on how to manage emotions intelligently, expectation management, handling tendency to spend emotional energy on unworthy battles, anger control techniques, recognizing and managing negative emotions, relationship management, effective listening, empathy training, rapport building, conflict management, on how "thinking brain" is used to manage the "emotional brain". Such workshop techniques typically cover learning activities, question-answer sessions, dispensing of learning materials, brochures or handouts along with the use of games, power point slides, skills practice, wrap up or debriefing questions and comments (Ciarrochi & Mayer, 2007;Clarke, 2010;Druskat & Wolff, 2001). ...
Emotional Intelligence (EI) is the need of hour for police personnel in our country. It is the objective of this pretest-posttest intervention based quasi-experimental research study to evaluate the impact of a tailor made half-a-day EI Orientation Program prepared from multiple sources upon 30 policemen in the cadre of Head Constables and Constables. Results following the use of standardized self-report measures at baseline and post-intervention show significant change (p: 0.05). It is concluded that the EI developmental orientation program appears to have had positive effect on the police personnel. Given certain limitations, further research is however warranted to determine whether EI can be a useful measure in police training even as the concept and its measurement requires further refinement and development.
Purpose
This study aims to investigate the mediating effect of career resilience (CR) on Generation Z’s emotional intelligence (EI) and perceived career outcomes such as career satisfaction (CSAT), burnout and intention to leave a career. In its short organizational tenure, Gen Z has faced the adverse effects of global events affecting their views of career and, ultimately, CR.
Design/methodology/approach
A cross-sectional survey method was used to test the hypothesized relationship. A total sample of 160 respondents were assessed. Hypotheses in this study were tested by using Hayes’s (2018) PROCESS tool based on OLS regression and with a bootstrap method.
Findings
The most significant finding of this study concludes that although small, CR has a positive mediating indirect effect on Gen Z’s CSAT and burnout. However, contrary to past findings, we found a negative relationship between Gen Z’s EI and CR. Furthermore, although EI and CSAT have a positive relationship, CR and CSAT are negatively correlated. Meanwhile, Gen Z’s EI through CR positively affects Gen Z’s CSAT.
Research limitations/implications
The study has implications for how organizations can attract, retain and engage Gen Z.
Originality/value
Despite Gen Z being a part of the workforce for at least six years, limited empirical research on Gen Z has been published. Indeed, Gen Z’s workforce inexperience does not yield in-depth explanations of CR concepts; however, as we continue to learn more about Gen Z and their interactions with the work environment, the authors begin to get a peek into the future of the workforce.
The purpose of this study was to empirically investigate the relationship between emotional intelligence and desirable nursing behaviors, measured as organizational citizenship behavior (OCB). We used Mayer and Salovey's (1997) four-dimensional model of emotional intelligence and Organ's (1988) OCB construct to test the EI-OCB relationships. Using a sample of 137 clinical nurses, and analyzing the data with hierarchical multiple regressions, we obtained results indicating that the EI dimension perceiving emotion was linked to conscientiousness, and facilitating thinking was linked to civic virtue. Managing emotion was linked to conscientiousness, civic virtue, altruism and courtesy. There were no relationships between facilitating thinking and the OCB dimensions. Results suggest that EI may increase conscientiousness in performing nursing duties, and in the levels of involvement and participation in hospital affairs. Higher levels of emotional intelligence may also increase altruistic activities and discretionary coordinating efforts. However, there is no reason to expect that a poor work climate, and grieving, complaining behaviors will respond positively to increasing EI. Managers should realize that efforts to improve EI may not provide global results.
The value of responsibility is very important to be taught to early childhood because it will shape their character and attitude in the future. If young children lack character responsibility, they may not be able to own up to their mistakes, not apologize when they make mistakes, not take care of their own or others' mistakes, and may not enjoy assignments given to them by their parents or teachers. The purpose of this research is to identify the values of responsibility. The method used in this research was descriptive qualitative with data collection techniques, namely, reading techniques, note-taking techniques and classification techniques. From the results of research conducted by researchers, there are seven indicators that contain the value of responsibility, namely: (1) Admitting when making a mistake, (2) Apologizing when making a mistake, (3) Putting back the equipment/toys that have been used, (4) Keeping his own property, (5) Can keep other people's property, (6) Happy to carry out the tasks given by parenats or teachers, (7) Taking care of school toys. Of the 25 subtitles, there are 17 subtitles that contain the value of responsibility with direct and indirect delivery techniques. The implications of this study suggest that it is essential to teach and instill the value of responsibility to early childhood, as it can shape their character and attitude in the future
This paper, in view of justifying the relevance and indispensability of leaders and leadership in complex environments (at least in the theoretical setting), brings about an affirmation of the propositions set forth by complexity leadership theorists. The key complexity theories highlighted will consequently be linked specifically to the role of leaders and leadership development so as to justify the quintessential role of leaders in such environments, notwithstanding the recognition that leadership is understood to have an indirect control over organizational outcomes, and that organizations and their corresponding behaviors and behavioral implications are in, a multitude of ways, determined by their context. Such an approach to the knowledge debate centering the specific role of leaders within the complexity context not only justifies that leadership is essential, at least in the theoretical realm, it also sets forth the specific manner in which leadership is important, and the specific manner in which the positioning of leaders can result in a heightened functioning of a complex system.
Through a thorough review of the academic literature dedicated towards the exploration of Complexity Leadership Theory (CLT) and Complex Adaptive Systems (CAS), their theoretical underpinnings and their relevant applications revealed the increasing relevance of these concepts towards facilitating organizations’ adaptation within increasingly complex operating environments. Complexity leadership theory and its relevant concepts are increasingly positioned as a replacement of, or at least, as an alternative to traditional leadership theories when juxtaposed against the latter (Uhl-Bien, 2006).
Finally, the limitations of Complexity Leadership Theory (and hence the role of leaders) when evaluated through the lens of empirical research and practice, will be expounded on to provide for a balanced view on the limitations of relevance of leaders within the complexity context.
The physiology of respiration is a challenging subject for many medical students. To assist students, we have developed an active learning game that physically places students within a model outlining the respiratory control pathway. Participants were provided with a vodcast describing the physiology of respiratory control and instructed to view this prior to the activity. Once in the classroom, groups of students sat at tables marked to represent components of the respiratory control pathway (e.g. apneustic center, diaphragm etc.). Tables were connected with green and red ropes indicating excitatory or inhibitory effects, respectively. Students were presented with various scenarios (e.g. diabetic ketoacidosis) and asked to predict and illustrate the scenario's effect on subsequent steps in the respiratory pathway by waving the appropriate connecting rope. The next table would continue the pattern in order to simulate the collective physiological adaptation of the respiratory pathway. 30 first-year medical students participated in this study. Following the activity, 25 out of the 30 participants completed an optional survey. The survey aimed to assess the benefits of adding this activity to our first-year medical curriculum in order to build a foundational understanding of the physiology of respiration. Responses were overwhelmingly favorable, and participants reported that playing the game significantly improved their perceived understanding of the physiology of respiratory control. All but one of the participants recommended using the activity in future classes. Because the small size of the study group may limit generalizability, future larger scale studies are planned.
Much of organizational behavior research looks at how social context influences individuals’ experiences and behaviors. We add to this view by arguing that some individuals create their own contexts, and do so in a way that follows them across dyads, groups, and organizations. We call these individual-specific contexts “personal ecosystems,” and propose that they are created when an actor consistently engages in visible behaviors that trigger similar and visible reactions across targets of that behavior. We attribute the formation of personal ecosystems to social inertia, and identify three individual traits that increase the likelihood that an individual’s behavior is consistent across people and situations: low self-monitoring, implicit beliefs, and low levels of emotional intelligence. Finally, we discuss why understanding personal ecosystems is important for organizations, identify managerial implications of this phenomenon, and strategies for diminishing the likelihood of having personal ecosystems.
Recent studies had demonstrated that specific emotional intelligence (EI) abilities (as measured using the MSCEIT) were related to better performance on cognitive tasks that involved emotional information but not on their non-emotional counterparts. These findings suggest that cognitive control and other executive functioning processes (e.g., working memory) contribute to EI abilities. A well-functioning EI ability is crucial for a number of everyday activities and life outcomes. However, the evidence for training ability EI remains vague as to how these improvements occur. The purpose of this narrative review was to synthesize findings from past EI training research, specifically focusing on their methodology. This was to identify key aspects of the interventions used, to determine the prototypical features between them, as well as to propose a compelling research agenda for future EI training studies. Based on the features found in these studies, we identified two possible approaches in which EI improvements occurred. The first approach was through increasing emotional knowledge and related competencies through teaching and practice. These features were found in the majority of training interventions using a workshop-style training format, reflections, role-plays, and practice with other participants. The second approach used brain-training principles to improve basic cognitive processes, such as executive control or emotional inhibition. Using a cognitive training approach to EI training can provide several advantages, such as allowing researchers to examine EI improvements using the theories of (1) transfer; (2) plasticity; and (3) process-specific changes.
Competitive advantage of any successful company is qualified personnel and intellectual capital. Thus, the work of HR-management specialists significantly affects the formation of human resources potential and hence the competitiveness of modern enterprises. In conditions of information economics, information about HR managers is in demand. Together with professional competences HR managers should use emotional intelligence which can help them to achieve success. Gender specifics of economic specialty students emotional intelligence is not studied enough that substantiates the topicality of the article. In connection with the above mentioned, research related to the study of key professional competencies and emotional intelligence of HR- managers is of particular importance. New technologies for managing behavior of employees appear every decade. As a result, new models of managerial behavior are becoming necessary, which would contribute to the development of new mechanisms for managing people. The aim of the article is to identify gender specifics of the emotional intelligence of economic specialty students as potential workers in the field of HR- management. The object of the research is phenomenon of emotional intelligence in the process of HR management. Hall’s methodology was used to assess students’ emotional intelligence. Results of emotional intelligence research conducted by Hall’s methodology allowed the authors to determine practical value of gender specifics of emotional intelligence in HR management. Gender specifics of such components of emotional intelligence (EI) as emotional awareness, management of own emotions, self-motivation, empathy, management of others’ emotions, general emotional intelligence have been analyzed. Cluster analysis has been made and allowed the authors to reveal groups of clusters among students with gender specifics of EI which may be regarded as resource for successful HR- management.
Introduction. The article reviews the issues of psychosocial adjustment to primary school environment. The purpose of the research is to identify mood characteristics of first graders (aged between 7 and 8) with different levels of emotional intelligence (EI) as a factor of their psychological and social adaptation to primary school environment. Materials and Methods. The study follows L. S. Vygotsky's theory of emotions (unity of emotions and intelligence), as well as ideas about the relationship between the basic psychophysiological color perception characteristics and emotions (E. F. Bazhina, L. A. Schwartz, E. T. Dorofeeva). Theoretical methods included analysis and generalization of scholarly literature on the research problem. The empirical study included identifying the features of emotional mood using the Luscher Color Test, (eight-color subtest), as well as studying emotional intelligence using the following methods: 'Emotional pictogram", "Complete the drawing: world of things - world of people - world of emotions", and "Three wishes"Results. The results indicate that the level of emotional intelligence affects both emotional mood of primary schoolchildren (aged 7-8 years) and their psychosocial adjustment to primary school environment. It was found that the coefficient of the total deviation from the autogenic norm in children with a high level of EI corresponds to the normative emotional state, which indicates the effectiveness of adaptive mechanisms. On the other hand, in children with a low level of EI, increased emotional stress associated with primary school leads to increasing ergotropic tendencies in the self-regulation of the autonomic balance and, as a result, to the tension of adaptation mechanisms. Conclusions. The article concludes that children's abilities to recognize evaluate and manage emotions in themselves and others correspond to their emotional state and the effectiveness of adaptation to primary school. It is emphasized that characteristics of primary schoolchildren's emotional mood can be used as indicators showing the effectiveness of adaptation to school environment.
Academic achievement and performance of students in higher education settings is an integral part of learning process, however nowadays, the soft skills of future specialists are not of small importance as well. Although, the Emotional Intelligence had been recognized as an independent notion in the second part of twentieth century, still most experts in the spheres of psychology, education and management find this area rather ambiguous. There were several studies which had been focused on the relationship between emotional intelligence and academic achievement before. However, few research studies in this sphere had been conducted in Kazakhstan. Thus, there is a need for higher education institutions to identify the significance of EI elements for students’ success during the learning process. The study focuses on the link between emotional intelligence and academic achievement among the Autonomous University and the Regional University undergraduate students. The results of the study would contribute to higher educational system in Kazakhstan, as administrators, managers and faculty members may be provided with the current emotional intelligence level of undergraduate students from two institutions. Furthermore, other higher education institutions may use the findings of the current research study in order to facilitate students’ emotional intelligence level inserting related activities in their curricula.
This study employs a cross-sectional correlational design (Mujis 2004, Field, 2009, Szafran, 2011). The purpose of the study was to identify the relationship between emotional intelligence and academic achievement among undergraduate students. To identify the level of emotional intelligence, the ESAP (Emotional Skills Assessment Process) questionnaire was employed to collect data, so that the research study was focused on four main competencies: interpersonal, leadership, self-management and intrapersonal. To obtain the information about students’ academic achievement, self-reported percentage had been used. The data had been collected in two Kazakhstani universities. The sample consisted of 239 undergraduate students, 141 and 98 undergraduate from two universities (Regional and Autonomous) respectively. The sample was recruited on non-probability basis, due to voluntary participation in the research study. During the research study descriptive, inferential and correlational statistical analyses had been employed. The Statistical Package for the Social Sciences (SPSS) had been used to make the statistical analysis of the collected data. The study presents the information on the general emotional intelligence level of undergraduate students of two universities. Similarly, the research study demonstrates the three levels of academic achievement of students: high, average and lower achieving and their correlation with emotional intelligence competencies. Furthermore, the study explores students’ emotional intelligence level differentiated by their age and gender.
This chapter reviews the existing literature on emotional intelligence training in higher education and the emotional intelligence courses offered at top ranking national universities.
Human resource practitioners place value on selecting and training a more emotionally intelligent workforce. Despite this, research has yet to systematically investigate whether emotional intelligence can in fact be trained. This study addresses this question by conducting a meta-analysis to assess the effect of training on emotional intelligence, and whether effects are moderated by substantive and methodological moderators. We identified a total of 58 published and unpublished studies that included an emotional intelligence training program using either a pre-post or treatment-control design. We calculated Cohen's d to estimate the effect of formal training on emotional intelligence scores. The results showed a moderate positive effect for training, regardless of design. Effect sizes were larger for published studies than dissertations. Effect sizes were relatively robust over gender of participants, and type of EI measure (ability v. mixedmodel). Further, our effect sizes are in line with other meta-analytic studies of competency-based training programs. Implications for practice and future research on EI training are discussed.
Introduction. The article presents the results of studying the relationship between the indices of the heart rate variability (HRV) and emotional intelligence (EI) in children. The purpose of this article is to investigate the peculiarities of heart rate regulation of primary schoolchildren with different levels of emotional intelligence, since the significance of revealing the relationship between HRV parameters and the level of EI in 7–8-year-old children is due to both the individualization of the learning process, on the one hand, and the need to preserve children's health, on the other. The peculiarities of heart rate regulation reflect the specificity of adaptation to changing conditions. The analysis of the relationship between HRV and EI of children makes it possible to detect the specificity of heart rate regulation associated with emotional activity and on this basis to predict the features of adaptation to primary schooling. Materials and Methods. 150 primary schoolchildren were included in this study. The research methods included methods of measuring emotional intelligence ("Emotional pictogram", "Complete the drawing: the world of things – the world of people – the world of emotions", "Three wishes"). The HRV study was carried out by means of the OMEGA-M software and hardware system. Results. The research findings revealed that the level of emotional intelligence affects the heart rate regulation of primary schoolchildren. The participants demonstrated average and high levels of emotional intelligence. It is shown that the higher the emotional intelligence, the higher are the activity parameters of the parasympathetic division of the autonomic nervous system and the more accurately heart rate variability reflects the emotional characteristics of the situation. Conclusions. The author concludes that emotional intelligence is a parameter of the internal emotional state regulation and the higher the level of EI the more effective is the vegetative heart rate regulation in the situation of emotional stress. Based on the obtained results, the importance of the EI parameter in the regulation of physiological and psychological features is emphasize, as it reflects the child's ability to assess the significance of the emotional situation, which contributes to effective planning of one's own behavior, and effective adaptation in emotional conditions.
Purpose
The purpose of this paper is to identify how intervention research weighed in nonintervention research in the field of human resource development (HRD) by examining the number, citation frequency and use of experimental studies in HRD academic journals.
Design/methodology/approach
A total of 2,700 articles published between 1990 and 2014 from Advances in Developing Human Resources (ADHR), European Journal of Training and Development (EJTD), Human Resource Development International (HRDI) and Human Resource Development Quarterly (HRDQ) were reviewed and analyzed to identify 91 experimental studies in the field.
Findings
The total citation frequency of the 91 articles was 1,100 (14 from ADHR, 222 from EJTD, 56 from HRDI and 808 from HRDQ). The authors reviewed the 1,100 subsequent studies that cited 91 experimental research studies and coded them to identify the research methods that each article adopted and to determine whether the studies used the citation to make causal statements. As a result, the authors found 459 causal statements from 1,100 citations. In particular, they identified the citation frequency of the causal statements used in nonintervention research to examine how often nonintervention studies used causal statements from intervention studies.
Research limitations/implications
The results of the citation frequency could be different according to the search engines and timeframes. Books, technical reports, non-English studies, non-academic articles and inaccessible articles were not considered in this study. Theoretically, this study aimed to illuminate the magnitude of HRD experimental research conducted over 25 years and to what extent it influenced non-experimental studies. In addition, this study emphasized the importance of using the causal statements from experimental research to improve empirical validation in other studies.
Practical implications
When HRD practitioners need to identify alternative interventions to replace previous ones or to justify the use of specific interventions, they could consider causal statements from empirical studies as valid evidence. Further, HRD practitioners might collaborate with researchers to receive more direct and relevant information from experimental research.
Originality/value
Significantly, this study provides an integrative review of experimental research conducted in the field of HRD in terms of the number, citation frequency and proportion of using experimental research. An additional contribution is that it summarizes the research methods used in HRD studies over 25 years.
As the field of human resource development (HRD) has grown as an academic discipline, scholars in the field need more solid research designs and methods to support research and theory building in HRD. For instance, Swanson and Holton (2005) published Research in Organizations: Foundations and Methods of Inquiry which introduced the foundations and methods of inquiry from diverse approaches including quantitative, qualitative, and mixed research methods. In addition, nine articles regarding advanced quantitative data-analytics techniques in HRD have recently been published in a special issue of Advances in Developing Human Resources (e.g., Nimon, 2015; Reio and Shunk, 2015; Song and Lim, 2015). These previous studies can be part of scholarly efforts to advance theory in the field by presenting how the HRD community can use quantitative techniques.
This study examined four causes of group performance loss: goal specificity, communication, incentives for goal attainment, and high versus low cultural collectivism. Subjects were managers from Israeli kibbutzim (63 individuals) and cities (59 individuals) who worked on a simulated task requiring them to evaluate résumés. We used a two-by-three-by-four design in which sample, goal, and test condition were varied to test hypotheses. Group performance loss occurred only for urban respondents with a do-your-best goal and team task.
Voluntary associations are often ascribed a fundamental role in the formation of social capital. However, scholars disagree on the extent to which face-to-face contact, that is, active participation, is necessary to create this resource. This article examines the impact of participation in associations on social capital using three dimensions: intensity (active vs. passive participation), scope (many vs. few affiliations) and type (nonpolitical vs. political purpose). Whereas those affiliated display higher levels of social capital than outsiders, the difference between active and passive members is absent or negligible. The only cumulative effect of participation occurs when a member belongs to several associations simultaneously, preferably with different purposes. The article challenges the notion that active participation is necessary for the formation of social capital and suggests that more attention should be paid to the importance of passive and multiple affiliations within associations.
Training programs purporting to develop emotional intelligence (EI) are widely available, yet to date few empirical studies have appeared in the literature providing support that training results in demonstrable changes to EI, and more significantly whether these changes can then be traced to more positive individual or organizational outcomes. This article questions the usefulness of personality and/or mixed model conceptualizations of EI that underpin many training programs as offering nothing new beyond our existing understanding of the importance of soft-skills training in the work-place. Instead it is argued that research should be directed at better understanding how emotional abilities associated with the ability model of EI might be targeted by human resource development practitioners in organizations. In this respect, a rationale is posited as to why workplace learning methods may potentially offer some success in this area.
This study explored links between emotional intelligence, measured as a set of abilities, and personality traits, as well as the contribution of both to the perceived quality of one's interpersonal relationships. In a sample of 103 college students, we found that both emotional intelligence and personality traits were associated with concurrent self-reports of satisfaction with social relationships. Individuals scoring highly on the managing emotions subscale of the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT), were more likely to report positive relations with others, as well as perceived parental support, and less likely to report negative interactions with close friends. These associations remained statistically significant even controlling for significant Big Five personality traits and verbal intelligence. Global satisfaction with one's relationships was associated with extraversion, neuroticism (negatively), and the ability to manage one's emotions, as assessed by the MSCEIT.
There has been some debate recently over the scoring, reliability and factor structure of ability measures of emotional intelligence (EI). This study examined these three psychometric properties with the most recent ability test of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0; Mayer, Salovey, & Caruso, [Mayer, J. D., Salovey, & P., Caruso, (2000). Models of emotional intelligence. In R. J., Sternberg (Ed.). Handbook of intelligence (pp. 396-420). New York: Cambridge; Mayer, J. D., Salovey, P., & Caruso, D. R., (2000). The Mayer Salovey, and Caruso emotional intelligence test: Technical manual. Toronto, ON: MHS]), with a sample (n=431) drawn from the general population. The reliability of the MSCEIT at the total scale, area and branch levels was found to be good, although the reliability of most of the subscales was relatively low. Consistent with previous findings, there was a high level of convergence between the alternative scoring methods (consensus and expert). However, unlike Mayer et al.'s [Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2. 0. Emotion, 3, 97-105.] contentions, there was only partial support for their four-factor model of El. A model with a general first-order factor of El and a three first-order branch level factors was determined to be the best fitting model. There was no support for the Experiential Area level factor, nor was there support for the Facilitating Branch level factor. These results were replicated closely using the Mayer et al. [Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G., (2003). Measuring emotional intelligence with the MSCEIT V2. 0. Emotion, 3, 97-105.] data. The results are discussed in light of the close comparability of the two scoring methods.
The influence of defensive impression management and perceived loafing on group effectiveness was investigatedfor 49 groups of 204 undergraduate business students working for 3 months on a team interdependent task The interaction between perceived loafing and defensive impression management was also tested. Results demonstrated that both independent variables were negatively correlated with satisfaction with group members and group performance. In addition, the perceived loafing by defensive impression management interaction explained significant incremental variance in satisfaction with group members and group performance as predicted. Groups with high levels of perceived loafing had a negative relationship between defensive impression management and group effectiveness, whereas groups with low levels ofperceived loafing had a positive relationship. Implications for managers andfuture research issues are discussed.
The study tested hypotheses about the relationship between attachment orientations and emotional intelligence , measured as a set of abilities (perception, facilitation, understanding and management of emotion). The sample consisted of 239 adults aged between 19 and 66 years who completed the Mayer, Salovey, and Caruso emotional intelligence test (MSCEIT V2.0) and the relationship questionnaire. Secure attachment was positively related to all sub-scales (except perception of emotion) and total EI score. Contrary to expectations, dismissing attachment was positively associated with the ability to understand emotion. The results also found differences in emotional intelligence abilities between age and gender groups. Older participants scored higher on three out of four branches of EI (facilitation, understanding and management) and females scored higher than males on emotion perception and the experiential area. The study highlights the importance of distinguishing fearful and dismissing avoidance and the associated cognitive and affective processes and provides a validation for the recent emotional intelligence abilities test.
In this article we submit the view that learning in the workplace is to be understood both as a cognitive and a social activity. We support our claim by introducing and discussing the concept of `situated curriculum', a specific form of social order that instructs the socialization of novices within the context of ongoing work activities. We describe both the nature and features of the situated curriculum, discussing the factors that make it characteristic of a specific community of practice. Finally, after discussing some of the specific conceptual and practical problems related to the disclosure of the `situated curriculum', we shall illustrate some of the implications of the notion of the `situated curriculum' for the study of learning in organizations.
Purpose
This paper aims to identify whether emotional intelligence relates to counterpart outcome satisfaction in negotiation contexts.
Design/methodology/approach
A negotiation simulation and a pre‐established measure of emotional intelligence were employed.
Findings
In Study 1, multi‐level models revealed that a participant's ability to understand emotion positively predicted his or her counterpart's outcome satisfaction. Study 2 replicates and extends this finding by showing the counterpart's outcome satisfaction, assessment of liking, and desire to negotiate again with the participant.
Practical implications
The mechanisms identifying how participants with high levels of understanding emotion induced their counterparts with positive affect were not examined.
Originality/value
This is the first empirical article to show a relationship between emotional intelligence and counterpart outcome satisfaction in a negotiation context.
Because new product development (NPD) teams are engaged in knowledge creation, NPD management should emphasize cognitive team processes rather than purely social processes. Using the notions of tacit knowledge and distributed cognition as a basis, the authors propose that the T-shaped skills, shared mental models, and NPD routines of team members, as well as the A-shaped skills of the team leader, are key design variables when creating NPD teams. The authors propose that trust in team orientation, trust in technical competence, information redundancy, and rich personal interaction are important process variables for the effective and efficient creation of new knowledge.
The study reported in this paper is one part of a much larger investigation into the quality of working life and Stress of managers in a large multi–national retail organisation conducted by Slaski, a co-author. In addition to a number of measures of stress and job performance, participants completed two measures of EI, the Dulewicz & Higgs EIQ and the Bar-on EQ-i. The study provided an opportunity to explore the degree to which the existing EIQ validity results might be replicated on a higher level of management; to investigate the hypothesis that EIQ is related to morale and stress at work; to explore changes in EIQ scores after an Emotional Intelligence training course; and to determine to what extent two different Emotional Intelligence instruments measure the same construct and elements. Correlations between the two instruments showed both content and construct validity while correlations between the EIQ and measures of morale and stress at work demonstrated construct validity. Significant relationships were found between EIQ and current job performance, thus providing further evidence of the concurrent validity of the EIQ. Finally, evidence is presented showing improvements of Emotional Intelligence scores after training using both EI instruments, thus demonstrating that EI is capable of development.
Many authors claim there is a paucity of evidence for the validity of measures of emotional intelligence (EI). This paper summarises existing information on the reliability and validity of two measures of EI, the Dulewicz and Higgs EIQ and the Bar-on EQ-i. It also reports the results of a study on middle managers which investigated the degree to which these two EI instruments measure the same constructs: their concurrent/criterion-related validity; and the relationship between EI and morale and stress at work. Correlations between the two instruments showed content and construct validity, with 16 out of the 20 hypothesised relationships between scales being significant. Correlations between various measures of morale and stress at work and EIQ demonstrated construct validity. Significant relationships were also found between EIQ and current job performance, thus providing further evidence of concurrent/criterion-related validity.
The first part of this article defines what it means to be emotionally and socially intelligent and describes a scientific approach to measuring this behaviour The second part empirically demonstrates that this construct is important in that it significantly impacts a wide spectrum of human performance based on a review of existing research findings. The third part of the article reviews additional findings indicating that the relevant competencies and skills involved in this type of behaviour can be enhanced in the schoolroom, workplace and clinical setting. The importance and implications of the findings presented are discussed as well as the next steps needed to educate more people to be more emotionally and socially intelligent.
A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction, and assessment practices-changes that are often foreign to the students as well as the teachers. In this article, we share an approach to designing, implementing, and evaluating problem- and project-based curricula that has emerged from a long-term collaboration with teachers. Collectively, we have identified 4 design principles that appear to be especially important: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c) ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and a sense of agency. We first discuss these principles individually and then describe how they have been incorporated into a single project. Finally, we discuss research findings that show positive effects on student learning and that show students' reflections on their year as 5th graders were strongly influenced by their experiences in problem- and project-based activities that followed the design principles.
Increasing competition resulting from the global and technological nature of markets has heightened the need for businesses to rely on cross-functional new product teams to produce innovations in a timely manner; yet functionally diverse teams' inevitable disagreements often appear to prevent this. In a study of 43 such teams, we found that the effect of task disagreement on team outcomes depended on how free members felt to express task-related doubts and how collaboratively or contentiously these doubts were expressed. Implications for managing the journey from disagreement to agreement in cross-functional new product teams are discussed.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence. Yes Yes
To date few empirical studies have appeared in the literature investigating the development of emotional intelligence relevant to organizational settings. This paper reports findings from a study investigating workplace learning in UK hospices that suggest particular emotional abilities are susceptible to development within the workplace. Based on the findings, it is proposed that certain emotional abilities associated with the ability conceptualization of emotional intelligence can be developed using workplace or on-the-job learning methods where competences in EI, alongside the socio-cultural cues that influence emotional display, are likely to be learned and understood within the context of the workplace.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
Because new product development (NPD) teams are engaged in knowledge creation, NPD management should emphasize cognitive team processes rather than purely social processes. Using the notions of tacit knowledge and distributed cognition as a basis, the authors propose that the T-shaped skills, shared mental models, and NPD routines of team members, as well as the A-shaped skills of the team leader, are key design variables when creating NPD teams. The authors propose that trust in team orientation, trust in technical competence, information redundancy, and rich personal interaction are important process variables for the effective and efficient creation of new knowledge.
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence.
This paper explores approaches to the development of Emotional Intelligence (EI) and to the critical question ‘can EI be developed?’ Technical data on the instruments used to measure EI, the Emotional Intelligence Questionnaire (EIQ) devised by Dulewicz and Higgs (2000c) and the EQ-i designed by Bar-On (1997), are reported. Findings from three studies involving managers, team leaders and the skippers and crews from a round-the-world yacht race are presented to explore whether Emotional Intelligence scores change after training and other experiences. A revised model to explain how the elements of Emotional Intelligence are related to each other is presented and tested, and possible explanations of why some elements are more amenable to development actions are proposed.
Purpose
To explore the relationships between emotions and overall team processes and task performance.
Design/methodology/approach
The work begins with a literature review of the major studies performed on emotions and their affects on teams. This study then specifically surveys a group of information technology student teams at various stages of a term‐long project to determine their level of feelings in 15 separate emotions at each stage. Also measured are effects of emotions on attitudes towards team processes. Regression analysis was used to measure the significance of several hypotheses.
Findings
Overall findings specifically measured the five hypotheses. It was found that team emotions at the start of the project are more positive than negative. Negative emotions grow more than positive over the life of the project. Emotions show increased intensity over the life of the project. Initial emotions did not significantly affect overall team processes. Final emotions somewhat affected overall team processes.
Research limitations/applications
The small sample size does limit generalizations but the work can serve as a framework for more extensive and industry situated studies.
Practical implications
The work suggests issues related to the impact and evolution of emotions on team projects. Practitioners can begin to focus on efforts that can improve emotions and potentially overall team success.
Originality/value
There is little work done on the evolution of emotions and their effects on team processes. The paper begins the dialogue on an important aspect of team dynamics.
Today's business environment is changing tremendously due to economic forces that result in the redesign of systems to decrease cost, the need to speed up product development and the focused attention on satisfying customers. These conditions have caused organizations to utilize project management to implement strategic initiatives through projects. By utilizing a “big picture” systems approach to analyze how the system components interact, decisions can be made which are in the “best interest” of the overall project. Project management is ideally matched to this business environment. The study addressed 24 project managers and their associated projects in six organizations from varied industries. The results of the study found that a project manager's transformational leadership style has a positive impact on actual project performance, that emotional intelligence ability contributes to a project manager's transformational leadership style and subsequent actual project performance.
Purpose
The purpose of this study is to empirically test whether it is possible to deliberately develop emotional intelligence (EI) as conceptualized in the Mayer and Salovey model.
Design/methodology/approach
This empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design in which treatment group participants underwent an intensive 11‐week EI training program. Additional samples of 270 and 130 fully employed business students were utilized to develop an EI measure appropriate for EI development.
Findings
The results indicate that EI can be deliberately developed; the treatment group demonstrated statistically significant overall EI gains and across each EI dimension, while the control group did not show any significant pre‐/post‐test differences.
Practical implications
In addition to illustrating EI training best practices, a new EI measure is described that is appropriate for leadership development.
Research limitations/implications
Research implications are discussed for the role of EI training in leadership development programs and fertile research directions for EI training.
Originality/value
Emotional intelligence training has emerged into a popular and lucrative field, but empirical evidence on the deliberate development of EI has been substantially more elusive. This study provides an empirical EI training study that overcomes the conceptual and methodological limitations of extant research on the EI development process.
Purpose
The purpose of this research is to examine the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance.
Design/methodology/approach
It is argued here that the team leader's emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team's emotionally competent group norms (ECGN). Second, it is hypothesized that the presence of ECGNs will positively influence group effectiveness. Data were collected from 422 respondents representing 81 teams in a military organization.
Findings
Results show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance.
Research limitations/implications
Limitations of this research include a narrow sample with the teams not being highly interdependent.
Practical implications
This research provides implications for practice in three primary areas: development and sustainment of emotionally intelligent managers and leaders; development and sustainment of emotionally intelligent work groups; and establishment of organizational leaders at all levels to foster and support emotional competence throughout the organization.
Originality/value
This research contributes to the field by offering support for the effects the team leaders' emotional intelligence has on the teams they lead as well as by showing how team level emotional intelligence affects team performance. This study adds to the body of literature in what is considered a relatively new area of study. The four key contributions of this research are: this research shows that the leader's behaviors are important at the team level; this research further validates Wolff and Druskat's (forthcoming) ECGN theory by lending support for the ECGNs as well as offering alternative clustering ideas for the norms; ECGNs were shown to be related to performance; and lastly this research extends the knowledge base about emotions in groups.
The study of emotion has primarily evolved out of two disciplines, sociology and psychology. Each area has evaluated this phenomenon from a multitude of perspectives. Emotional intelligence has its roots within the psychological discipline. There has been a surge of interest throughout the 1990s in the area of emotional intelligence, and two different views of this phenomenon are emerging. The first perspective is called a “mixed-model” and is commonly associated with Goleman. This model is broader and a more inclusive description of emotional intelligence. The second perspective is referred to as an “ability-model,” which is a more restrictive description of emotional intelligence and is associated with Salovey and Mayer. These models form the foundation for research and practice into the role of emotional intelligence in human resource development.
Many authors claim there is a paucity of evidence for the validity of measures of emotional intelligence (EI). This paper summarises existing information on the reliability and validity of two measures of EI, the Dulewicz and Higgs EIQ and the Bar-on EQ-i. It also reports the results of a study on middle managers which investigated the degree to which these two EI instruments measure the same constructs: their concurrent/criterion-related validity; and the relationship between EI and morale and stress at work. Correlations between the two instruments showed content and construct validity, with 16 out of the 20 hypothesised relationships between scales being significant. Correlations between various measures of morale and stress at work and EIQ demonstrated construct validity. Significant relationships were also found between EIQ and current job performance, thus providing further evidence of concurrent/criterion-related validity.
The use of teams in the workplace is an accepted facet of current working life. Training is undertaken with a view to equipping students for the eventual transition to a workplace which demands the social scientific skills of being an active, contributing, co-operative team member. The use of content and process in a practical-based learning situation is the focus of this study, which assesses a range of learning approaches used to acquire a knowledge of the skills required for team working. The division of the course into content and task-related aspects on the one hand, and process and subjective experience on the other, is evaluated from the point of view of the skills it transfers to the course participant. The concept of emotional intelligence is measured to ensure the practical application of theory on team working to the experience of team functioning. The results indicate the success of this approach and demonstrate its ease of transfer to the workplace training environment.
Purpose – This paper investigates the relationship between managerial emotional intelligence (EI) levels and a rating of leadership effectiveness (subordinate ratings). Design/methodology/approach – The study involved administering the Mayer Salovey Caruso emotional intelligence test (MSCEIT) EI test to 38 supervisors within a large manufacturing organisation. Ratings of supervisory leadership effectiveness were assessed via subordinate ratings on an attitude survey detailing questions relating to supervisor performance. Altogether data were collated from a total of 1,258 survey responses. Findings – The overall results of the data analysis suggest that half of the MSCEIT scores may act as a strong predictor of leadership effectiveness, particularly the branches within the experiential EI domain (r=0.50, p<0.001). Interestingly, the relationship between supervisor ratings and the reasoning EI domain (r=-0.12) was not as expected. Practical implications – These findings endorse the validity of incorporating EI interventions alongside the recruitment and selection process and the training and development process of managerial personnel. However, they also question the conceptual validity of a key branch (managing emotions) of the MSCEIT. Originality/value – Although EI is viewed as a key determinant of effective leadership within leadership literature there is a relative dearth of supporting research that has not used student sample populations or a conceptually suspect model of EI within their research methodology.
We highlight linguistic-related challenges in multicultural teams that increase the likelihood of emotional conflict, and also highlight the difficulty of "finding words" in emotional situations because of the nonlinear, fragmented, image-driven qualities of these circumstances. As a result, we question whether team members embroiled in emotional conflict ought to be advised to talk (discuss their feelings with the goal of repairing frayed relationships), whether this meaning of talk is shared by people from culturally different backgrounds, and what conflict management alternatives may exist when talk is not possible or desirable.
The theme of this paper is a discussion of the relationship between action learning and organizational learning. The main argument is that action learning has been understood in terms of the impact that it can have within the organization, and that, in addition, it is important to ask—what is the impact of organization on action learning? The benefit of this shift of focus is that action learning can be seen as an organizing process as well as a learning process. Action learning is likely to be concerned with individuals' responsibilities to solve key organizational problems, but it is also possible to set this task firmly alongside an engagement with existing organizational dynamics and power relations mobilised by attempts at learning, and the influence they inevitably have on the outcomes of learning. To understand this shift it is necessary to examine the emotions and politics that create and are created through organizational dynamics. Short examples from both private and public sector organizations are used to illustrate the arguments. These arguments are related to developments in the theory of action learning through an additional component to the original action learning formula. ‘Organizing insight’ provides a link between action learning and organizational learning.
Emotional intelligence is the ability to perceive and express emotions, to understand and use them, and to manage them to foster personal growth. It is conceived of along four dimensions or branches: perceiving emotion, using emotion to facilitate thought, understanding emotion, managing emotion. The authors describe two batteries they have developed to assess emotional intelligence, both organized in accord with the four-branch model: the Multifactor Emotional Intelligence scale and the Mayer-Salovey-Caurso Emotional Intelligence Test. Also noted are self-report inventory and observer rating scale approaches to measuring individual differences in emotional intelligence that have proliferated in recent years. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes project-based learning as a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. Students are responsible for both the questions and the answers to such problems. Some of the advantages of project-based learning are that it promotes links among different disciplines and is adaptable to different types of learners and situations. Factors in project design that affect motivation and thought include interest in and value of the project, perceived and achieved competence, and task focus. The role of teachers in enhancing motivation and fostering cognitive engagement is emphasized. Ways in which technology can support students and teachers as they work on projects, so that motivation and thought are sustained, are described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Organizations invest a significant amount of time and money on management and supervisory training programs. The intent of this study was to examine the relationship between four specific work-environment factors (organization support, supervisor support, peer support, and participation in a peer support network) and transfer of training at one-month, six-month, and one-year points following supervisory skills training. Quantitative and qualitative data were collected from both trainees and their direct supervisors. ANOVA results of aggregate data showed that trainees who reported receiving high levels of organization, supervisor, and peer support, and who also participated in a peer support network, reported higher levels of transfer of knowledge and skills. When data were segregated and examined according to length of time since trainees had completed training, findings were still significant for organization, supervisor, and peer support but only at the one-year point, not at one month or six months. Participation in a peer support network was not significant at any of the three points of time. In short-answer responses, trainees indicated that lack of time and lack of management support and buy-in were significant barriers to transfer. T-test results indicated that trainees and their supervisors did not differ in their perceptions of level of transfer of skills or amount of organizational or direct supervisor support received by the trainees.
This article reports on a study comparing the impact of an outdoor management development (OMD) programme on delegates from two different client organisations. By keeping the provider constant it is possible to assess how organisational factors mediate the transfer of learning from a development event back to the workplace. The results show that, while the programme had a very positive immediate impact on the delegates from both companies—they felt they had learnt a lot and that they were working better as a team—in only one of the companies was this change sustained back in the work-place. Follow-up interviews with delegates, four months after the event, highlighted that in the company where transfer was not evident, there were considerable organisational barriers. In this instance at least, it was not the OMD programme that was ‘at fault’ but the organisation climate or culture which impeded any transfer of learning.
This study examines the effect of transfer variables on trainee characteristics, instructional satisfaction, and organizational factors of perceived learning and training transfer made by a group of trainees who attended a financial training program conducted for a Korean conglomerate. Data analyses revealed several variables in the three domains that significantly influenced the trainees' perceived learning and learning transfer immediately after and three months after the training. Discussions and implications for practice and future research are included.
This study builds on earlier work (Slaski & Cartwright, 2002), examining the role of Emotional Intelligence (EI) as a moderator in the stress process. A sample of UK managers (n = 60) were given training in emotional intelligence. Pre and post measures were taken relating to EI, stress and health and management performance. The study also incorporated a matched control group. It was found that training resulted in increased EI and improved health and well being. Copyright © 2003 John Wiley & Sons, Ltd.
The purpose of this study was to evaluate the effectiveness of an internally developed and delivered Leadership Development program conducted at Mellon Financial Services. The 9-month program integrated action learning/action science strategies into 13 modules. Program effectiveness was measured using instruments and statistics that already existed in the organisation—employee satisfaction surveys, annual employee turnover statistics, and regional scorecard results. In addition, the training participants completed midpoint and end-of-training feedback forms. Results of the evaluation showed that the impact of the training transferred to the participants’ job performance through increased job satisfaction, decreased turnover, and improved scorecard statistics.
Increasingly the different ways in which learning can be conceptualised alongside debates within the field of human resource development (HRD) regarding its nature and purpose, potentially lead to confusion regarding how learning is to be assessed in the workplace. This article identifies some of the complexities associated with assessing learning in today's workplace and presents empirical findings suggesting that different aspects of an organisation's training and development system are likely to differentially determine the extent to which either formal or informal learning is assessed. Explanations as to why this may be the case are put forward.
This article reports a study conducted to identify the needs for continuing professional development for life insurance sales representatives and to examine the competencies needed by those sales representatives. A modified Delphi technique was used. Most life insurance companies in the USA implement an education and training plan advocated by the Life Office Management Association. Insurance companies in Taiwan implement similar education and training plans, but they do not seem to result in the successful performance of their sales representatives. Besides augmenting knowledge of various financial products and marketing approaches, this study also suggests that life insurance companies need to train their sales representatives to an adequate standard in competencies of problem solving, communication, information technology utilization, culture compatibility, emotional intelligence, collective competence and ethics.