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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 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.

What does it mean to be a “smart” negotiator? Few scholars have paid much attention to this question, a puzzling omission given copious research suggesting that cognitive ability (the type of intelligence commonly measured by psychometric tests) predicts individual performance in many related contexts. In addition to cognitive ability, other definitions of intelligence (e.g., emotional intelligence) have been proposed that theoretically could influence negotiation outcomes. Aiming to stimulate renewed attention to the role of intelligence in negotiation, we develop theoretical propositions linking multiple forms of intelligence to information acquisition, decision making, and tactical choices in bargaining contexts. We outline measurement issues relevant to empirical work on this topic, and discuss implications for negotiation teaching and practice.

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.

Prati, Douglas, Ferris, Ammeter, and Buckley (2003) have proposed that emotional intelligence is a critical component in effective team leadership and team outcomes. John Antonakis (2003) questioned whether the first claim in this article, that emotional intelligence is critical for effective team leadership, is justified. He presents six questions that illuminate his reservations. In response, the present authors attempt to answer his reservations by clarifying and explicating the reasoning behind this claim.

This chapter examines how emotional intelligence may influence the performance of groups. I first address relevant issues concerning emotional intelligence at the individual level of analysis. I then describe the range of composition models by which group emotional intelligence constructs can be created, from the emotional intelligence of the members of the group, articulate mechanisms by which each construct may be related to performance, and use Steiner's (1972) typology of group tasks to identify when each construct may best predict performance. I also use the mechanisms of multiplication and compensation to consider how group emotional intelligence may combine with other group constructs to predict performance. I end this chapter with a discussion of research implications.

The purpose of this paper is to examine if teachers’ trust in others is predicted by their perceptions of others and their emotional intelligence. Employees need to trust others to achieve outcomes, and a lack of trust can have a negative impact on workplace performance.

The paper surveys a sample of 84 employed teachers.

Our findings show that perceptions of others’ ability, benevolence and integrity are strongly and positively associated with trust. The emotional intelligence ability to perceive emotions is also related to trust. Regression analysis showed that perceptions of others (ability and integrity) and an individual’s emotional intelligence (perceiving) combined to predict a large portion of the variance in trust.

This study was limited by a small sample size and the use of a cross-sectional design. These issues were addressed in our analysis.

The majority of trust research examines employee-to-manager trust. Our study is one of the few to examine trust among co-workers. This study also contributes to research on the emotional intelligence and trust relationship by showing that the ability to perceive one’s own and others emotions significantly predicts increases in trust. It also reaffirms that perceptions of others’ integrity and ability are strongly linked to trust, but that further investigation of the benevolence construct is required.

Many organizational problems are poorly defined, emotionally laden, and ambiguous. These types of problems rarely have one right answer and the criteria for evaluating the appropriateness of solutions is likely to be context dependent. Further, although cognitive skills are important to effective problem solving, the nature of these problems may also require emotional skills as well. This chapter presents a study which set out to determine whether emotional intelligence as an ability contributes above and beyond cognitive intelligence to the quantity, flexibility, and quality of solutions generated to ill-structured problems. Although support was not found for the notion that emotional intelligence explains the indices of solution generation beyond that of cognitive intelligence, the findings did show that emotional intelligence was a significant predictor of one of the solution metrics, namely the average resolving power of solutions across the two problems. The findings demonstrate that emotional intelligence and cognitive intelligence are separate constructs and suggest that caution be used in proposing the pervasive effects of emotional intelligence. In particular, the results of this study suggest that emotional intelligence may not equally influence all activities, highlighting the need to investigate which steps of the problem-solving process it does indeed impact.

Investigates whether emotional intelligence measured by the Swinburne University Emotional Intelligence Test predicted transformational, transactional and laissez‐faire leadership styles measured by the multifactor leadership questionnaire in 110 senior level managers. Effective leaders were identified as those who reported transformational rather than transactional behaviours. Emotional intelligence correlated highly with all components of transformational leadership, with the components of understanding of emotions (external) and emotional management the best predictors of this type of leadership style. The utility of emotional intelligence testing in leadership selection and development is discussed.

This study aims to investigate the specific role of the components of ability-based emotional intelligence (their relative importance) in building different aspects of career adaptabilities and job-search success of university students.

This study employed survey data from 729 full-time students enrolled in an Indian university. Hierarchical regression analyses were conducted to test the hypotheses, and the size of indirect effect was tested using SPSS PROCESS macro.

The ability-based emotional intelligence, along with the use and regulation of emotion in job-search success, plays a significant role in shaping career adaptabilities and job-search success. The ability to use and regulate emotions does have its impact on job-search success through a self-regulatory psychological resource of control and confidence over one's career. Self-emotional appraisal is necessary for an individual to be concerned for a career which forms the initiation of any job-search.

Ability-based approach of enhancing emotional intelligence allows the university students to take a developmental approach in employment. This approach benefits the more “targeted approach to training interventions” provided by various stakeholders in the university, associated with career and employment.

Further, the study focuses on the psychological difficulties (over operational) faced by students in their employment endeavour. Both emotions and psychological resources are believed to play an important role in the career intervention. For instance, past researches have studied trait-based emotional intelligence as a personality construct. However, this study considers emotional intelligence as an ability-based aspect of intelligence, which “readily lends itself to interventions that can be enhanced through targeted training, coaching or counselling”.