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The purpose of this paper is to explore three research questions. Are there gender differences in the demonstration of emotional and social intelligence competencies? What is the relationship between emotional and social intelligence competencies and success, and does gender moderate that relationship? Are there differences between the most successful male and female leaders in their demonstration of these competencies?

This study used a 360‐degree instrument to measure the demonstration of emotional and social intelligence competencies by top‐level executives in one financial services organization. Annual performance and potential assessments measured the participants' success. Regression analyses and tests of mean differences were used to analyze the research questions.

The results indicated that there were no significant differences between male and female leaders in their demonstration of emotional and social intelligence competencies. The most successful men and women were also more similar than different in their competency demonstration. However, gender did moderate the relationship between the demonstration of these competencies and success. Male leaders were assessed as more successful even when the male and female leaders demonstrated an equivalent level of competencies. Finally, distinctions were found between the most successful males and females and their typical counterparts.

A field sample from one organization limits the generalizability of the results.

Implications for organizations and their leadership are discussed including the importance of a broad range of competencies used in assessments, the awareness of gender stereotypes and gender‐stereotypical behavior, and the acknowledgement of multiple measures of success.

This study highlights the moderating influence of gender between the demonstration of emotional and social intelligence competencies and success. Distinctions in competency demonstration between the most successful top‐level executives and the typical executives contribute to the literature and to leadership development practice.

The purpose of this paper is to examine the relationship between emotional intelligence and effective board governance.

This study applied a model of emotional intelligence competencies to the practice domains of school boards. A board self‐assessment questionnaire measured board practice domains for the presence or absence of 18 emotional intelligence competencies defined in an emotional competence inventory. Inter‐rater reliabilities were established and confirmed. Current and former school board members in two urban areas rank‐ordered the most critical emotional intelligence competencies for effective board governance and offered explanations for their most highly‐rated competencies.

Emotional intelligence is a critical factor for effective school boards. A set of six core competencies are universal across the six board practice domains: transparency; achievement; initiative; organizational awareness; conflict management; and teamwork and collaboration. Each board practice domain is also characterized by one or two key emotional intelligence competencies.

First, one model of school board leadership was used. Future studies should examine additional models of effective board practice for their relationships with emotional intelligence in order to extend the generalizability of these results. Second, there has been some debate regarding the substantive nature of the emotional intelligence construct.

The six practice domains in the school board effectiveness model are fundamental elements for all boards to develop in order to become more effective governing bodies.

This paper identifies a novel application of emotional intelligence leadership competencies to the work of effective governance boards.

To explore the feasibility of utilizing the Bar-On mixed model of emotional–social intelligence as a framework for the competencies and traits needed for reference and information services librarians. Through a survey of the literature, the author created a baseline list of competencies, which was compared and contrasted with the abilities, traits, and competencies that comprise the Bar-On model of emotional–social intelligence. The author conducted a pilot study with a small group (n = 10) of reference and user services librarians who took the EQ-i 2.0. The competencies and traits of reference and user services librarians identified in the literature compare favorably with those measured by the EQ-i 2.0. Overall, a majority of the participants (70%) obtained a total score on the EQ-i 2.0 in the mid or high range. Composite scales with the highest overall mean scores were decision-making and self-perception. Subscales with the highest scores included the following: impulse control, self-actualization, social responsibility, problem solving, and reality testing. As a pilot study, it was conducted using a small population of academic reference and user services librarians. Further research should be conducted utilizing a larger population of reference and user services librarians or librarians who have been recognized as exemplary in reference librarianship. The findings of this study could assist pre-service and in-service reference and user services librarians in further developing their emotional–social intelligence competencies and abilities by identifying areas where improvements could occur.

This article reviews the literature on the subject of “emotional intelligence” (EQ) and attempts to pin‐down and define this nebulous construct, using competency‐based and personality factor scales. In an exploratory study, the reliability and construct and predictive validity of three scales were investigated. An EQ scale based on 16 relevant competencies showed highly promising reliability and validity. The results also showed the relevance of two other competency‐based scales – intellectual intelligence (IQ) and managerial intelligence (MQ) – which both predicted organisational advancement. Taken together, however, the three scales had even higher validity. The overall results supported the view that EQ constructs can be measured more effectively by “performance analysis” than “classic paper and pencil tests”. In addition they provide support for the proposition that the combination of EQ and IQ is a more powerful predictor of “success” than either measure alone.

The need for effective leadership has become paramount to meet the challenges of the 21st Century and a growing number of academics and senior managers have recently come to recognize the importance of emotional intelligence (EI) for effective leadership. Furthermore, Goleman, Boyatzis, & McKee (2002) have contended that the higher up one advances in an organization, the more important EI becomes. In this paper the authors have focused on evidence at the very top of the organization, the Board. They review the findings from a major study of UK boards and re‐analyze the data on tasks and competencies relating to EI constructs. Their results show that EI competencies are considered to be extremely important according to the majority of a large sample of UK directors in a survey and they go on to argue that many of the tasks (outputs) of the Board require EI competencies, as well as many aspects of Team Process (for Organizing and Running the Board). The authors also produce new findings which support Goleman's hypothesis that the higher one advances, the more important EI becomes. Possible explanations for the findings are discussed and the paper concludes with a review of important current and future research such as the full integration of EI elements into instruments to assess leadership competence and style, and the effect that organization culture has on these constructs.

Development of competencies needed to be effective managers and leaders requires research and theory that can drive future scholarship and application. This introductory essay to this special issue of JMD seeks to focus on competencies in organizations in Europe and a broader conceptualization of emotional intelligence.

Competencies are defined and an overview is provided for the papers that will follow with original research on competencies, their link to performance in various occupations, and their development.

Emotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. It addition, these competencies can be developed in adults.

As an introductory essay, the paper lays the foundation for the following papers in this issue.

Competencies needed in order to be effective can be developed.

Despite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. The special issue will add to both literatures. There is widespread confusion as to the definition of emotional intelligence; the paper offers some clarification.

Continued research on the assessment and development of emotional and social intelligence competencies represents an opportunity to further both theoretical and applied applications of behavioral science to the management of human capital. While the field has continued to expand over the preceding decades, research has often trailed application, especially as it relates to cross‐cultural validity. The purpose of this introductory essay to this special issue of CCM serves to focus on cultural issues related to applied use of competencies in diverse cultures.

Emotional and social intelligence competencies are defined and an overview provided for the papers that will follow, with original research linking these constructs to performance in various occupations and cultures, as well as issues related to their development.

Emotional and social intelligence competencies are found to represent a practical and theoretically coherent, reliable and valid approach to assessing and developing individuals in diverse cultures.

As an introductory essay, the paper lays the foundation for the following articles in this special issue.

Although competencies are in widespread use around the world, issues related to cross‐cultural validation are seldom studied empirically. This introductory essay and subsequent articles will help clarify emotional and social competencies as a behavioral approach to applying emotional intelligence to the practical needs of organizations.

This study aims at investigating emotional intelligence based on competencies for sales and IT people.

A study was conducted on 111 employees of 12 firms from four different sectors in which firms benefited extensively from IT and sales activities.

Emotional Competency Inventory (ECI, 2.0) was used for assessing the participants' emotional competencies. Independent sample t‐test results showed that IT and sales employees were significantly different from each other in all main dimensions of ECI except for self‐management. Also two separate discriminant analyses were conducted in four dimensions of EI and all emotional competencies in order to determine the ones that discriminate two groups of employees. According to the results of the discriminant analysis in four dimensions of ECI, except self‐management, the other three dimensions had significant loads to discriminate all groups. However, on competency basis there was no dominant emotional competency that separated one group of employees from the other. The results showed that it was more meaningful to use clusters of competencies for constructing competency models of these two positions than to use single competencies.

Further researches should investigate different positions rather than sales and IT people. Also researches focusing on specific sectors can reveal more specific competency models.

Facts of the study showed that companies should consider differences depending on the tasks for their staff while designing training programs in terms of developing EI‐based competency. These programs for sales or IT people should focus on competency clusters rather than specific single competencies.

Increasing importance of emotional intelligence and its direct relationship to superior performance lead organizations to enhance their current employees' emotional intelligence and to hire new ones with higher emotional intelligence. This paper contributes to HR and training specialists by providing them with knowledge about how to use emotional competencies effectively in their applications.

The growing use of teams to accomplish work in libraries has brought qualitative changes to the nature of work and leadership in library organizations. Collaborative work in team-based organizations and the rise of distributed leadership require different skills from traditional, hierarchically structured workplaces. The literature on team skills provides insight and direction for library human resources management practices. Growing research on emotional intelligence in the workplace also provides new guidance for selection and personnel practices. The literature in these areas can help library organizations more effectively select those who have the attributes needed to be successful in this new environment. It can also help library organizations shape training and developmental opportunities to enhance these critically needed skills.

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019).

Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564).

The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.