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This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey, and Caruso (2006). The awareness, reflection, and management (ARM) model has been devised and demonstrates a triadic cycle of emotional ARM relating to affect, cognition, and behavior. The ARM model constitutes an approach to nurture emotion-related abilities (ability EI) and responds to criticism raised by Zeidner, Matthews, and Roberts (2009). The ARM Theory was corroborated by both learning theory and schools of counselling (SOC). The potential to develop emotion-related abilities in emotional awareness, reflection and reasoning, coping and management is discussed.

This chapter examines EI, presents a history of EI including the various models, and a discussion of the three streams approach to classifying EI literature. The author advocates for the efficacy of the Stream One Ability Model (SOAM) of EI citing previous authors and literature. The commonly used SOAM instruments are discussed in light of recent studies. The discussion turns to alternate tests of the SOAM of EI including Situational Judgment Tests (SJTs). Recommendations include an analysis of SOAM instruments, a new approach to measurement, and increased use of SJTs to capture the four-branch ability model of EI.

In this exploratory study, the relationships between the emotional intelligence (EI) of self‐directed teams and two dimensions of team interpersonal process team task orientation and team maintenance function were investigated using the five dimensional model of emotional intelligence measured by the BarOn Emotional Quotient Inventory (EQ‐i®) in a sample of thirty‐three work teams. Average team emotional intelligence scores were calculated by aggregating the individual emotional intelligence scores of each team member and dividing the sum by the number of team members. Regression analyses of team averaged emotional intelligence across all five sub‐dimensions of the EQ‐i® reveal significant predictive relationships between team averaged interpersonal EI and Team Task Orientation (r =.37) and team averaged interpersonal EI and Team Maintenance Functions (r =.31). Team averaged interpersonal EI predicted 10 percent of the variance in Team Maintenance Function while team averaged interpersonal EI and team averaged general mood EI combined to predict 16 percent of the variance in Team Task Orientation. Directions for future research are presented.

The importance of humans to the successful delivery of construction projects has led to the emergence of research attention on construction workforce management. As such, this chapter uncovers emotional intelligence (EI) and the external environment as critical aspects of workforce management practices that have not gained substantial attention in past workforce management studies. While some theories and models (existing outside the construction domain) have considered the external environment, none of these models is specific to the construction industry. Furthermore, EI has received less attention within existing workforce management models. Through a review of related studies and theories, this chapter noted that the EI of construction workers and their senior management is crucial to the performance of these workers and the ultimate performance of their organisations. In the same vein, since construction organisations do not operate in silos, the external environment significantly influences the operations of organisations in the construction industry. The environment exact pressures that can influence workforce management practices and technological innovations construction organisations adopt.

This paper aims to identify whether relationships exist between emotional intelligence (EI) and specific teamwork behaviours that are associated with transition, action and interpersonal team processes using the ability model of EI.

A total of 68 MBA students comprising 13 randomly assigned teams completed a pencil and paper performance‐based test of emotional intelligence. Some 14 weeks later a score reflecting the extent team members engaged in a number of teamwork behaviours consistent with transition, action and interpersonal team processes was obtained from peer ratings.

Emotional intelligence was found to explain direct and unique variance in transition and interpersonal team processes. However, only three individual branches of EI were found to be of any significance, and these differed in each instance.

These findings add to the growing body of literature suggesting emotional intelligence may be an important aspect of individual difference amongst team members that can contribute to team effectiveness. Individuals with differing EI abilities may be particularly important to teams dependent upon the team's activity phase.

The paper shows that blanket assertions regarding the significance of emotional intelligence for team effectiveness are far too simplistic. Differing EI abilities are associated with particular teamwork behaviours, which in turn become important during different phases of team activity. The findings suggest a need for more sophisticated frameworks regarding how EI relates to specific cognitive, verbal and behavioural teamwork activities.

This study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.

The data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.

The results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.

The study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.

There are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.

In addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.

Emotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Does intelligence alone explain our achievement at work or in life. Contrary to our belief that academic achievement matters very much in the success we have in working life, Chen, et al. (1998) have shown that close to 90 per cent of success in leadership positions is attributable to Emotional Intelligence (EI). Considering that EI can be a potential determinant of our achievement in working life, this study aims to determine if there is any significant difference in the EI of local and foreign undergraduates studying in universities in Singapore. The “Emotional IQ Test” was administered to 100 undergraduates from various fields of studies from the National University of Singapore and Nanyang Technological University, of which 31 had a foreign education background. This study showed that foreign undergraduates have a higher EI score than those with a local education background. In addition, by examining the relationships between variables such as age, gender, year of study and EI, it was found that males have higher EI scores than females. The implication for managers is that staff should be evaluated on their own merits such as their EI rather than on academic results.

This paper aims to review and re‐conceptualize group emotional intelligence (GEI). It seeks to analyze past understandings of GEI to arrive at the conclusion that the concept may be multifaceted. GEI has been a challenge to distinguish theoretically due to inadequate theoretical understanding and improper empirical analysis.

This paper provides a model of GEI and proposes a means of empirical evaluation of the concept. The objectives are achieved by a critical appraisal of the literature to demonstrate theoretical issues that demonstrate the multifaceted nature of the concept. Additionally, past methods of empirical evaluation of group emotional intelligence (GEI) are critically appraised and alternate means are proposed.

The complexity of the construct requires a more sophisticated evaluation of group emotional intelligence. The paper provides a theoretical model that may demonstrate how GEI is developed in the group. Proposed methodological means of analysis may provide researchers with tools to empirically evaluate the concept.

The paper represents an initial query into the multi‐faceted nature of the construct of group emotional intelligence. It proposes a means of analysis of the construct but further research is needed to develop the model from an empirical standpoint and conduct research on the validity of the model.

The practical implications of the model suggest that organizations that wish to develop emotional intelligence in their groups utilize both aspects of the model, norms building and an outward contextual approach. The development of both aspects of the model strengthens group behavior but also avoids group think.

The value of this paper lies in its ability to provide a multi‐faceted model and definition of group emotional intelligence. Earlier perspectives of the concept either focused on an internal approach, or a contextual approach. By bringing both aspects together in a model and theorizing the benefits of utilizing both aspects of group emotional intelligence in organizational groups, the paper provides managers and group leaders with a new approach on developing the emotional intelligence in their groups.

As a departure from past research on emotional intelligence (EI), which generally examines the influence of an individual's level of EI on that individual's consequences, we examined relationships between the emotional intelligence (EI) of both members of dyads involved in a negotiation in order to explain objective and subjective outcomes. As expected, individuals high in EI reported a more positive experience. However, surprisingly, such individuals also achieved significantly lower objective scores than their counterparts. By contrast, having a partner high in EI predicted greater objective gain, and a more positive negotiating experience. Thus, high EI individuals appeared to benefit in affective terms, but appeared to create objective value that they were less able to claim. We discuss the tension between creating and claiming value, and implications for emotion in organizations.

To analyze the influence of emotional intelligence on team performance, knowledge sharing, team conflict, and the structure mechanism, the influence of knowledge sharing, team conflict, the structure mechanism, and emotional intelligence on team performance, and the influence of emotional intelligence on team performance through knowledge sharing, team conflict, and the structure mechanism.

This research uses the quantitative research method and is included in explanatory research. Data collection was done cross-sectionally. This research was conducted at provincial hospitals in South Sulawesi and in Central Sulawesi.

Emotional intelligence directly influences knowledge sharing, conflict in teams, the structure mechanism, and team performance. There is a direct influence of knowledge sharing, team conflict, and the structure mechanism on team performance. Then, there is an indirect influence of emotional intelligence on team performance through the mediation of knowledge sharing, team conflict, and the structure mechanism.

The novelty of this research is in its effort to observe the mediation of knowledge sharing, team conflict and the structure mechanism with other variables developed in the research model. No previous studies have found a relationship between emotional intelligence and team performance, knowledge sharing, team conflict, and the structure mechanism, or the influence of knowledge sharing, team conflict, the structure mechanism, and emotional intelligence on team performance.