A review ofBecoming a Resonant Leader(McKee, Boyatzis, and Johnston): contextualizing the place of Emotional Intelligence skills with respect to team leadership and group dynamics

2009 ◽  
Vol 6 (1) ◽  
pp. 58-63 ◽  
Author(s):  
Robert R Klein
Keyword(s):  
Emotional Intelligence ◽  
Group Dynamics ◽  
Team Leadership

scholarly journals Language Learning in Crisis Mode: The Connection Between LX Grit, Trait Emotional Intelligence and Learner Emotions

2021 ◽  
Vol 3 (2) ◽  
pp. 99-117
Author(s):  
Pia Resnik ◽  
Sharona Moskowitz ◽  
Alex Panicacci
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Significant Proportion ◽  
Trait Emotional Intelligence ◽  
Efl Learners ◽  
Terra Incognita ◽  
Reliable Predictor ◽  
Use Of Technology

When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

scholarly journals Collective Emotional Intelligence and Group Dynamics interplay: can it be tangible and measurable?

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Eleni Fotopoulou ◽  
Anastasios Zafeiropoulos ◽  
Elia Lopez Cassa ◽  
Isaac Muro Guiu ◽  
Symeon Papavassiliou
Keyword(s):  
Emotional Intelligence ◽  
Group Dynamics

The creation and the dynamics of informal groups

2019 ◽  
Vol 34 (4) ◽  
pp. 750-766
Author(s):  
Vasiliki Brinia ◽  
Georgia Papadopoulou ◽  
Paraskevi Psoni
Keyword(s):  
Emotional Intelligence ◽  
School Culture ◽  
Group Dynamics ◽  
Head Teacher ◽  
Content Type ◽  
And Function ◽  
Informal Groups ◽  
The Way

Purpose The purpose of this paper is to investigate the way informal groups rise and operate in the Teacher Association in a Secondary Vocational School Unit in Greece. More specifically, the way the role of the head teacher, the school culture and teachers’ emotional intelligence impacts these groups is investigated. Design/methodology/approach Qualitative research through in-depth interviews with teachers and the head teacher as well as the researchers’ participatory observation has been conducted, in order to support the selected method of the case-study. Findings The findings showed how both positive and negative informal groups rise and function in the Teacher Association. The role of the head teacher emerges as a very significant factor that influences the emergence and the preservation of such groups. The school culture has a bidirectional relation with the existence and quality of informal groups. Emotional intelligence also plays an important role in forming informal groups and in the quality of actions of these groups. Originality/value This study covers a significant gap in the international literature of group dynamics in a Teacher Association and provides practitioners with valuable insights regarding the underexamined factors that lead to the formation, operation and preservation of informal groups, the study of which can lead to the development of sophisticated scales of measurement of these dynamics by future researchers.

scholarly journals Exploring the theoretical link between cultural and emotional intelligence: A system analysis for human resource management

2015 ◽  
Vol 46 (4) ◽  
pp. 77-84 ◽  
Author(s):  
P. Jonck ◽  
E. Swanepoel
Keyword(s):  
Emotional Intelligence ◽  
Group Dynamics ◽  
System Analysis ◽  
Cultural Influences ◽  
Well Being ◽  
Work Place ◽  
Global Competitiveness ◽  
Emotional Management ◽  
Diverse Groups ◽  
Heterogeneous Workforce

In light of increasing globalisation and a changing workforce, the ability to bridge cultural fissures separating diverse groups will be increasingly critical to sustained work place well-being, especially with relation to global competitiveness and economic growth. This article explores the link between cultural and emotional intelligence in an effort to investigate the possibility of measuring, developing, and effectively managing individual responses to cultural influences that give rise to significant tension within the organisational context. Since South Africa’s heterogeneous workforce is characterised by culturally diverse group interaction, the conceptualisation of a cross-cultural facet of intelligence with emotional-management as reciprocal component has practical implications towards optimal intercultural organisational harmony, effective globalised interaction and overall group-dynamics.

THE ROLE OF EMOTIONAL INTELLIGENCE IN TEAM LEADERSHIP: REPLY TO THE CRITIQUE BY ANTONAKIS

2003 ◽  
Vol 11 (4) ◽  
pp. 363-369 ◽  
Author(s):  
L. Melita Prati ◽  
Ceasar Douglas ◽  
Gerald R. Ferris ◽  
Anthony P. Ammeter ◽  
M. Ronald Buckley
Keyword(s):  
Emotional Intelligence ◽  
Team Leadership

scholarly journals Editorial

2017 ◽  
Vol 16 (2) ◽  
pp. v-vi
Author(s):  
Arti Arun Kumar
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Sexual Harassment ◽  
Virtual Teams ◽  
Team Leadership ◽  
Virtual Team ◽  
Mediating Role ◽  
Virtual Team Leadership ◽  
Sexual Harassment Policies ◽  
Mystery Shoppers

The current issue of Ushus – Journal of Business Management is an eclectic mix of conceptual and empirical papers. The importance of conceptual papers cannot be denied as they reflect systems of concepts, assumptions, expectations, beliefs and theories as well as reflections and the various relationships between them. In this vein, the first paper argues that albeit much technical advancement, it is the human capital that provides enough thought and stamina for any industry or institution to run.  Hence, it is imperative for any organisation to take proper care of their employees. Underscoring the need for better employee care the article, A Comparative Study to Analyse the Effectiveness of Sexual Harassment Policies of IT and Non-IT Companies aims to analyse the effectiveness of sexual harassment policies of IT and Non-IT companies working in India. The second article Getting things done, virtually! -Role of Virtual Team Leadership in Virtual Team Effectiveness highlights various dimensions of leaderships with reference to virtual teams in its review of the literature. The study’s key finding states that shared understanding is a vital force that promotes the smooth functioning of the virtual team’s performance. The third paper stands testimony to the never-ending conflictbetween empirical papers and conceptual papers are continual. Nevertheless,it cannot be denied that empirical research enables us to operationalise a paradigm and implement it. Impact of Emotional Intelligence (EI) and Motivation on Job Satisfaction among mystery shoppers is one such empirical study. It focuses on how EI plays a mediating role between motivation and job satisfaction among mystery shoppers. The mystery shoppers may overcome negative emotions by increasing their emotional intelligence, helping them to attain greater career satisfaction.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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