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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.

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.

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.

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”.

Emotional intelligence reflects the ability to read and understand others in social contexts, to detect the nuances of emotional reactions, and to utilize such knowledge to influence others through emotional regulation and control. As such, it represents a critically important competency for effective leadership and team performance in organizations today. In this paper, we develop a conceptual model that brings together theory and research on emotional intelligence, leadership, and team process and outcomes. Additionally, we formulate testable propositions, propose directions for future research, and discuss implications for practice.

This paper aims to identify whether emotional intelligence relates to counterpart outcome satisfaction in negotiation contexts.

A negotiation simulation and a pre‐established measure of emotional intelligence were employed.

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.

The mechanisms identifying how participants with high levels of understanding emotion induced their counterparts with positive affect were not examined.

This is the first empirical article to show a relationship between emotional intelligence and counterpart outcome satisfaction in a negotiation context.

This paper seeks to investigate the potential role of emotional intelligence (EI) abilities within learning in teams. The research focuses on examining how EI abilities are enacted within team contexts and how these are associated with critical reflection and team processes associated with learning.

A phenomenological approach to the investigation of EI abilities was adopted using a diary methodology to capture how EI abilities were enacted over a 14‐week team project by 80 MBA students from a range of international backgrounds. Such an approach is advocated to offer insights into the internal processes by which social action is perceived “in situ”.

The two EI abilities, emotional awareness and emotional management, were found to influence the three critical reflection processes: problem analysis, theorising cause and effect relationships, and action planning, as well as processes associated with team learning including team identification, social engagement, communication and conflict management.

EI may offer insights into how differences in the nature, direction and depth of critical reflection can occur in team learning contexts. Developmental initiatives that aim to improve the emotional abilities of team members may help individuals to better manage the emotional context of learning in teams.

Despite the increasing recognition of the role emotions play in learning, very little is known to date about how differences in the way in which emotional information is processed within social learning contexts can influence critical reflection or other learning processes. The paper fills some of the gaps.

Drawing on the person-environment fit theory, in this paper the authors aim to propose and test a moderated mediation model that examines the relationships among proactive personality and job performance, cultural intelligence and emotional intelligence.

The authors collected the multisource data from a total of 120 hotel service employees and the employees' immediate supervisors. The authors used the PROCESS, an SPSS macro, to conduct multiple regression analyses to test this moderated mediation model.

The results suggest that cultural intelligence mediates the relationship between proactive personality and job performance during cross-cultural service encounters. Furthermore, the indirect effect of proactive personality on job performance during cross-cultural service encounters via cultural intelligence is stronger for service employees who are high in emotional intelligence.

This study has several implications for hospitality management in terms of developing effective strategies to foster cultural and emotional intelligence of service employees and improve the employees' performance.

Considering the limited number of studies showing why, how and in which situations personality can enhance performance, this study contributes to the literature by revealing the effect of proactive personality on the performance of service employees through important constructs such as cultural intelligence and emotional intelligence.