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Emotional intelligence and team performance: The good, the bad and the ugly
Abstract
This research investigates the relationship among a team's emotional intelligence, the team leader's emotional intelligence, and team performance. Twenty-six customer service teams and their leaders were studied using the three components of Salovey and Mayer's (1990) conception of emotional intelligence: Understanding emotion, managing emotion, and identifying emotions. Team members and two corporate directors assessed team performance using customer service, accuracy, productivity, and continuous improvement as performance indicators. Of the three components of emotional intelligence (EI) studied, only understanding emotion and managing emotion positively correlated with some measures of team performance. However, no correlations occurred between identifying emotions and any performance measure. Of the six positive correlations between team EI and team performance, three were between EI and customer service. No EI components correlated with productivity or continuous improvement performance measures. Study results also indicate that team leader EI has a neutral to negative relationship with team performance from the team members' perspectives. The data show, overall that a negative relationship exists between team leader EI and team performance as rated by individuals. The only positive correlation was between team leader understanding emotion scores and customer service, as rated by managers. This result is consistent with the findings stated previously that team EI positively correlates with customer service.
... Researchers have broadly applied their study of EQ to a wide array of management and leadership contexts, discovering its contribution to team management (Broughton, 2017;Masaldzhiyska, 2019). Previous research presents a positive association between EQ and team performance, team cohesiveness, work satisfaction, and conflict resolution in studies of EQ and group-based practice conducted mainly in Western contexts (Black et al., 2019;Feyerherm & Rice, 2002;Miao et al., 2017;Michinov & Michinov, 2022;Skordoulis et al., 2020). This association, however, can only be applied to regions with similar social and economic systems (Rezvani et al., 2019). ...
... And knowldege-intensive workers in the U.S., including postdoctoral and industrial researchers, also benefits from EQ in terms of task performance and creative performance (Stawicki et al., 2023). However, when examining leaders' EQ, opinions differ on the impact of EQ on group performance and productivity, and further investigation is required (Feyerherm & Rice, 2002;Jamshed & Majeed, 2023; C. C. Lee et al., 2022;Pastor, 2014;Wong & Law, 2002). Based on these data, the benefits of EQ do not seem to be constrained by country or culture. ...
... The research shows the significant role of EQ, especially its relational competency RQ, in boosting team effectiveness in the Chinese private sector, covering improved overall performance and attitudes toward peers and tasks and a positive work climate, which supports the quantitative studies confirming good associations between EQ and team performance, job satisfaction, and conflict resolution in Western EQ and team-based practice studies (Black et al., 2019;Feyerherm & Rice, 2002;Michinov & Michinov, 2022). For Chinese teams, in addition to effective communication and willing cooperation, collectivism, perceptions of task interdependence, and guanxi also play an important role in fostering teamwork (X. ...
This article aims to examine the impact of developing and applying relationship intelligence in team-based practice to provide a clear understanding of the role relationship intelligence plays in team productivity in mainland China. Relationship intelligence, a component of emotional intelligence, focuses on interpersonal interactions that are crucial in team-building but receives less attention. Exploratory qualitative research was undertaken, with emotional intelligence as the theoretical framework and the input-process-output criteria indicating group effectiveness. Data collection was based on semi-structured interviews with managers and staff of the private sector based in mainland China after utilizing the Strengths Deployment Inventory 2.0 as a learning tool. The findings identify three ways in which the integration of relationship intelligence positively affected team practice: high overall performance, a positive work climate, and improved attitudes toward coworkers and work-related tasks. The positive outcomes provide researchers and practitioners with valuable information on how relationship intelligence might be leveraged to enhance communication, collaboration, and overall team performance.
... When it comes to determining the overall performance of a company, the dynamics of a team are among the most important factors to consider. The accomplishment of organizational goals calls for the employment of efficient methods of collaboration and communication, as well as the capability to maximize the potential that may be realized through the united efforts of members of a team (Esfahani et al., 2013;Feyerherm & Rice, 2002). Within this particular setting, the significance of emotional intelligence (EI) as well as the recognition of its existence are becoming increasingly relevant. ...
This study aims to give a thorough examination of emotional intelligence's function in team dynamics and how it affects organizational effectiveness. The objective of the study is to provide insightful knowledge to academics and professionals working in the fields of management, human resources, and organizational psychology. In this study, a research approach that incorporates both qualitative and quantitative methods was used to examine the intricate connection between emotional intelligence and team dynamics. The analysis of the study showed a strong positive link between the members of the team's EI and the performance of the entire team. Increased problem-solving skills, creativity, and team productivity were all correlated with high EI. The study further revealed the critical role that emotional intelligence plays in team communication and conflict resolution. Strong EI competencies allowed team members to be significantly better at emotional control and empathy, which enhanced conflict resolution procedures and promoted positive communication. To overcome cultural and demographic gaps, emotional intelligence is crucial to team diversity and inclusion, according to the study. High EI helps team members handle these differences, improving cooperation and reducing prejudice. This also study shows that emotional intelligence greatly affects well-being and job happiness. The research shows that integrating emotional intelligence into team dynamics and leadership practices has an organizational benefit. Teams that prioritize emotional intelligence are more successful.
... EI Assessed With the MSCEIT/MEIS. Four studies from this group examined whether the team's mean overall EI or branch scores would predict team performance, with rather mixed results: In support of the predictive power of EI, one study (Feyerherm & Rice, 2002) found team members' emotion management (but not the other branch scores) to relate to several aspects of team performance, and another one (Wang, 2015) showed that EI contributes to performance via information elaboration if the team is informationally diverse (but not if it is homogeneous). On the other hand, two studies (Day & Carroll, 2004;Yee et al., 2017) found no association between EI, as assessed by the MSCEIT, and team performance. ...
Nous avons procédé à un examen systématique de plus de vingt ans de recherche afin de déterminer si et comment les capacités impliquées dans le concept d’intelligence émotionnelle (IE) affectent la qualité d’un type spécifique de travail d’équipe, à savoir la résolution collaborative de problèmes (RCP). Grâce à une recherche documentaire conforme aux lignes directrices PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses), nous avons relevé 47 publications pertinentes, présentant un total de 50 études individuelles correspondant à nos critères d’inclusion et d’exclusion. Après avoir analysé ce corpus de recherche, nous avons constaté qu’il existe des preuves cohérentes et solides—y compris certaines données expérimentales—que les capacités des membres de l’équipe à percevoir, comprendre et gérer les émotions (a) affectent positivement les aspects relationnels de la RCP (par exemple, la cohésion et la confiance de l’équipe); (b) contribuent indirectement à la performance de l’équipe; et (c) modèrent les effets d’autres variables de groupe telles que la diversité de l’équipe sur la RCP, ce qui favorise à nouveau de meilleurs résultats. Outre les multiples confirmations de ces effets positifs pour les capacités d’IE testées objectivement et évaluées subjectivement, nous avons rencontré un ensemble de preuves, peu nombreuses, mais cohérentes, témoignant du « côté obscur » de l’IE—plus précisément, montrant qu’une plus grande capacité à reconnaître/exprimer des émotions négatives au sein de l’équipe peut, dans certaines circonstances, nuire à la qualité de la RCP. Enfin, nous avons établi que la recherche est beaucoup plus rare et moins concluante en ce qui concerne les effets de l’IE sur les performances individuelles dans la RCP (par exemple, le comportement de jeu en équipe et le leadership émergent), et nous tentons ici d’expliquer ces résultats mitigés. Les implications pratiques et les pistes de recherche futures sont également discutées.
... Drawing on the JD-R model, it can be proposed that EI is a valuable personal resource that enhances COB among restaurant employees. Employees with high EI can identify the emotions of team members (Oh & Jang, 2020) and customers (Prentice, 2019), which allows them to tailor their responses and actions accordingly (Feyerherm & Rice, 2002). They can convey their own emotions and understand the emotions of others through effective verbal and non-verbal communication, such as facial expressions, body language, and tone of voice (Puertas-Molero et al., 2018). ...
Using the job demands-resources model, this research explores the effects of emotional intelligence (EI) on customer-oriented behavior (COB) among frontline restaurant employees, with a focus on the mediating role of work engagement (WE) in the EI-COB relationship. The study also examines the moderating effects of customer-oriented attitude (COA) between EI and WE and on the mediated relationship. Data from 228 frontline restaurant employees were analyzed using Hayes' PROCESS macro models 4 and 7. The results reveal a positive impact of EI on COB, with WE as a mediator. Moreover, COA strengthens the positive relationships between EI and WE, as well as the indirect effects of EI on COB through WE. This study simultaneously investigates both attitudinal and behavioral aspects of customer orientation, providing valuable theoretical and practical implications for restaurant employees, and laying the foundation for future research in this area.
... However, these studies on TEI have largely focused on individual-level EI by studying team leader EI and individual emotional intelligence of team members (Rezvani et al., 2018;9;Hobbs and Smyth, 2012;Leicht et al., 2009;Polychroniou, 2009). However, Feyerhem and Rice (2002) and Druskat and Wolff (2001) found that individuals with high EI working in teams do not necessarily make an emotionally intelligent team. This is because of the more complicated nature of team interaction to attend to another level of awareness and regulation. ...
Emotional Intelligence (EI) is an important competence in teamwork settings. Predominantly, previous EI studies on teams have focused on individual-level EI, neglecting the synergy of team members in a team. Therefore, this study aimed to assess the influence of team EI on the performance of construction design teams. A mixed method approach was used to collect data by means of a questionnaire survey and focus group interviews. The questionnaire was used to collect data on team EI and team performance, while the focus group interview was conducted to give insights on team activities based on the results from the questionnaire survey. A total of 50 projects were selected, constituting eight (8) teams through convenience and purposive sampling techniques. The 8 teams consisted of 38 individuals. Thus, the questionnaire was administered to 38 respondents, of whom 17 valid responses were received, while the focus group interview was conducted with members of one team. Means, percentages and correlational analysis were utilised in the analysis of the quantitative data, while content analysis was used to analyse the qualitative data. The results obtained for team EI and performance were used for correlational analysis, which revealed that team EI has a significant positive association with the team's self-direction and average (overall) performance, as indicated by the correlation results (τb= .432, p=.046) and (τb= .401, p=.042) respectively. The content analysis revealed that team norms improved with participation in multiple projects. This suggests that TEI contributes significantly to the performance of the construction design teams. This study holds significant practical implications for the training of construction professionals, with the potential to foster the development of high emotional intelligence (EI). Furthermore, it extends its relevance to client organizations seeking to hire design team consultants who possess emotional intelligence. To achieve improved team performance, it is suggested that client organisations consider incorporating a team-based EI assessment alongside the evaluation of technical expertise during the hiring process.
... The definition of leadership is typically a set of acts which affect the goals and undertakings of a community (Feyerherm and Rice, 2002). It explains the guide's relationship with those who follow the leader. ...
This study aims at identifying the relationship along with differences between leadership grid and conflicts resolution strategies across level of teacher, subordinates' and students in different universities of Bangladesh. The sample size for the study is 200 and random sampling technique was conducted for collecting data of aforementioned sample from individuals (teachers), subordinates and students of various university. Statistical tools and techniques such as the descriptive statisticswere applied in order to analyse the data, interpret and draw conclusions with respect to the objectives set. It is found from study that, Academic leaders' (teachers) do not use middle of the road or compromising approach. Team approach is considered most at subordinates' level conflicts. Compromising and middle of the road should ideally be the least preferred style of conflict resolution and leadership approach. The leaders (teachers) tend to use approaches varied across levels and somehow related to the contingency approaches. The study provides valuable pointers for the policy makers to use managerial roles such as leadership style to conflict resolution and use this in a proper manner in further.
... According to Feyerherm & Rice (2002), understanding and managing emotion is positively correlated with performance. Ciarrochi et al., (2002) believe that low emotional intelligence correlates positively with mental health. ...
The study aims to assess the underlying structure and psychometric properties of the Emotional Intelligence Test among students of different study programs. The study also aimed to measure the impact of self-awareness, self-management, social awareness, relationship management, and self-motivation on the academic progress of the students. Data was obtained from 946 respondents from the student population. The total sample through confirmatory factor analysis (CFA) was used to assess the underlying structure of the scale. The high levels of subscales of the Emotional Intelligence Test in the sample suggest that screening for Emotional Intelligence is important in different areas as well as in different study programs. Confirmatory factor analysis supported the structure of five subscales of the Emotional Intelligence Scale. The study indicated a linear relationship between self-awareness, self-management, social awareness, relationship management, self-motivation, and academic progress. The study found that self-awareness, social awareness, relationship management, and self-motivation were positive predictors of academic progress; meantime, self-management was a negative predictor of academic progress. The strongest predictor of academic progress was self-motivation which explains 45.3% of the variance; at the same time, the least predictor of academic progress was social awareness which explain 6.5% of the variance.
... According to Feyerherm & Rice (2002) understanding and managing emotion positively correlated with performance; students' academic gain and learning performance are affected by teaching faculty, family social status, the medium of instruction in schools and emotional intelligence Ciarrochi, Deane & Anderson, 2002) believe that emotional intelligence correlates positively with mental health. Therefore, the study of the relationship between emotional intelligence test dimensions and students' success is of great importance. ...
The study aims to measure the impact of self-awareness, self-management, social awareness, relationship management, and self-motivation on students' success of the students. A correlational research design and a systematic sample of students with bachelor's degrees were used in the study. Primary data was obtained from 945 respondents from the student population. The study indicated a linear relationship between self-awareness, self-management, social awareness, relationship management, self-motivation, and students' success. The study found that the variance explained by self-awareness in students' success was .200, by self-management is negative and its values were -.154, by social awareness was .065, by relationship-management was .284, by self-motivation was .453. The study found that self-awareness, social awareness, relationship management, and self-motivation were positive predictors of students' success; meanwhile, self-management was a negative predictor of students' success. The strongest predictor of students' success was self-motivation which explains 45.3% of the variance; at the same time, the least predictor of students' success was social awareness which explains 6.5% of the variance. According to the results of the study, self-awareness, self-management, social awareness, relationship management, and self-motivation impact students' success. Thus, supporting self-awareness, self-management, social awareness, relationship management, and self-motivation is considered a support to students' success as well.
The workplace is a formal setting in which coordinated action sequences produce outcomes in terms of services and products. Such action sequences largely depend upon the quality of relationships and communication that become central to the effective functioning of an individual and an organization. In this context, emotions play a vital role in determining the way people pay attention, make decisions, communicate, collaborate, and contribute to organizational effectiveness. While emotions are approached from many perspectives, it is generally agreed that they are consistent discrete responses to internal/external stimuli that have relevance. These responses are functional and take negative and positive forms. Emotional responses, when exhibited for a more extended period, become stable dispositions. The yardstick to measure human efficiency has evolved and filtered into a more refined format, which now includes a vital aspect of human behavior: emotional intelligence (EI). Against this backdrop, this chapter examines the theoretical advances in conceptualizing EI and its influence on leadership, motivation, self-efficacy, and personal and professional development. Finally, an assessment of the impact of coaching and training to enhance EI and thus improve efficiency and effectiveness is made and the relationship of EI with culture is delineated.
This study examines the relationship between emotional intelligence (EI), knowledge sharing (KS) and perceived team performance. Data from 209 respondents were analysed using hierarchical multiple regression analysis. In this study, we identified interaction patterns between the management dimensions of EI, KS and perceived team performance. A direct effect of KS on perceived team performance was found, yet EI is not a necessary precondition to the relationship. We further found that it is essential to differentiate between knowledge obtaining and knowledge providing and thus acknowledge the two‐dimensionality of KS. We offer suggestions to scholars and practitioners concerned with the planning and management of KS in organisations.
Modern complex systems require effective team performance, yet the question of which factors determine effective teams remains to be answered. Group researchers suggest that collective or interdependent behavior is a critical component of team interaction. Furthermore, anecdotal evidence suggests that some team members are less collectively oriented than others and that the tendency to ignore task inputs from others is one factor that contributes to poor team performance. In this study we develop a procedure for differentiating collectively oriented versus egocentric team members. Experimental results confirm that collectively oriented team members were more likely to attend to the task inputs of other team members and to improve their performance during team interaction than were egocentric team members.
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.
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.
[Original String]: Mayer, J.D. and Salovey, P. (1997). “What is Emotional Intelligence?” In P. Salovey and D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic
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The hypothesized equivalency between the four dimensions of the Michigan Four-Factor Theory Questionnaire (F-FTQ) and four dimensions from the Ohio State Leader Behavior Description Questionnaire (LBDQ) was empirically investigated. Data from 74 chapters of a nationwide professional business fraternity were utilized. It was found that there was convergent validity for the dimensions but that they generally did not meet requirements for discriminant validity. The LBDQ dimensions had more shared variance, and less general and unique variance than the F-FTQ. Generally, the LBDQ was found to predict satisfaction criteria better than the F-FTQ. A hierarchical factor analysis of the leadership dimensions and criteria identified two leadership factors in addition to a motivation factor and three general factors. The LBDQ had “cleaner” loadings on these leadership factors than did the F-FTQ. On balance, it was concluded that the hypothesized F-FTQ—LBDQ equivalency did not appear to hold at the empirical level.
The Ohio State Leadership Studies have contributed in general to the fields of management and organizational behavior, and specifically to the field of leadership. These contributions can be summarized in several categories. Process contributions include the use of an interdisciplinary approach to the study of leadership phenomena as well as a consistent emphasis on performing high-quality research. Conceptually, the Ohio State studies helped to shift the focus of the field from a universal trait approach to a more situational, behavioral-based view. Methodologically, the Ohio State studies contributed a model of programmatic construct validation and investigation, and provided future researchers with useful research instruments. In sum, these contributions are substantial and are worthy of continued recognition.
An intelligence must meet several standard criteria before it can be considered scientifically legitimate. First, it should be capable of being operationalized as a set of abilities. Second, it should meet certain correlational criteria: the abilities defined by the intelligence should form a related set (i.e., be intercorrelated), and be related to pre-existing intelligences, while also showing some unique variance. Third, the abilities of the intelligence should develop with age and experience. In two studies, adults (N=503) and adolescents (N=229) took a new, 12-subscale ability test of emotional intelligence: the Multifactor Emotional Intelligence Scale (MEIS). The present studies show that emotional intelligence, as measured by the MEIS, meets the above three classical criteria of a standard intelligence.