Search results

This study seeks to investigate the relationship between emotional intelligence (EI), personality, cognitive intelligence and leadership effectiveness.

Senior executives (n=41) completed an ability measure of EI (MSCEIT), a measure of personality (16PF5) and a measure of cognitive ability (the Wechsler abbreviated scale of intelligence (WASI)). Leadership effectiveness was assessed using an objective measure of performance and a 360° assessment involving each leader's subordinates and direct manager (n=149).

Correlational and regression analyses revealed that higher EI was associated with higher leadership effectiveness, and that EI explained variance not explained by either personality or IQ.

This paper establishes a link between EI and workplace measures of leadership effectiveness.

The purpose of this paper is to review the role of values within contemporary mental health recovery services, outlining the rationale and approach for a specific values-focused staff intervention to promote autonomously motivated uptake of recovery-oriented practices.

Recent advances in understanding of the enduring gap between ideological and applied acceptance of personal recovery within mental health services are outlined, with particular focus on the limited utility of training programmes as a means to promoting implementation. Frequently, mental health service organisations have adopted recovery policies in a primarily “top-down” fashion standing in contrast to the high autonomy approaches espoused for service users. Drawing from the extensive research related to Self-Determination Theory (SDT), a complementary focus on “bottom-up” approaches that enable service-delivery staff to develop a sense of autonomy for changed work practices in order to increase implementation is indicated.

Application of values-focused interventions for mental health recovery staff parallel to the approaches acknowledged as effective for service participants are likely to be effective in promoting implementation of newly trained recovery-oriented practices.

The paper is conceptual in nature and therefore reflects the priorities and views of the authors but the paper draws together well-established literature to develop a novel approach to a highly relevant issue.

Training transfer and implementation of evidence-based practice are issues with broad relevance and the explication of additional methods to promote employee uptake of new practices is a key priority for organisations and policy makers.

Significant social implications include furthering the discussion and insight to the development of effective delivery of mental health services to individuals accessing service.

A novel aspect of this paper is the provision of a theoretical rationale for the application of SDT as a framework for understanding the continuing challenge of recovery operationalisation, which despite the conceptual good-fit, currently stands as an association not well exploited. Moreover, this paper proposes values-clarification and coaching as a specific and reproducible approach to enhancing recovery-oriented service provision.

A project manager’s (PM) emotional intelligence (EI) is essential for project performance (PP). However, the cause and effect and the potential moderators of the relationship between EI and PP remain disputed. Some scholars found a positive association between PMs’ EI and project outcomes, while some other studies showed non or negative relation. This paper aims to find the relationship between PMs’ EI and PP and the factors that influence this relationship based on diverse prior research.

This paper conducts a meta-analysis of 5,229 observations based on 24 independent studies from 1990 to 2021.

Results show that PMs’ EI has a significant positive influence on PP, and the project complexity and measurement of PP are two critical moderators explaining inconsistencies in existing research.

The current study proposes suggestions for construction companies on PMs’ selection and training. This study also offers suggestions for PMs in management practice.

To the best of the authors’ knowledge, this study is the first to explore the inconsistencies in prior research results on the relationship between PMs’ EI and PP at the meta-analytic level. This research extends the current literature by revealing the factors leading to existing consistencies that are not explored before. This study implies that the meta-analysis method could help reach a balanced conclusion based on inconsistent results.

This study seeks to examine how follower’s emotional intelligence influences their emotional reactions to leadership.

Data were collected at two points in time. First, I assessed the emotional intelligence of 157 participants in a laboratory setting. Then, a few weeks later, an experiment manipulating leadership behavior was conducted with same participants. After viewing the leader, the participants’ emotional reactions to their attributions of the leader’s behavior were assessed.

In line with expectations, emotional intelligence was associated with different emotional responses to attributions for the leader’s behavior. Specifically, participants lower on emotional intelligence had more extreme emotional responses to the leader than their more highly emotionally intelligent counterparts.

Although emotional intelligence has received a lot of scholarly attention with regard to predicting performance and leadership emergence, we need to learn more about how it influences emotional responses at work.

If emotional intelligence helps promote less extreme emotional reactions at work, emotional skills should be developed in employees.

This study is the first to examine emotional intelligence as a moderator of emotional reactions to attributions of leadership charisma and intent.

We review the literature on stress in organizational settings and, based on a model of job insecurity and emotional intelligence by Jordan, Ashkanasy and Härtel (2002), present a new model where affective responses associated with stress mediate the impact of workplace stressors on individual and organizational performance outcomes. Consistent with Jordan et al., emotional intelligence is a key moderating variable. In our model, however, the components of emotional intelligence are incorporated into the process of stress appraisal and coping. The chapter concludes with a discussion of the implications of these theoretical developments for understanding emotional and behavioral responses to workplace.

In the wake of climate change and its associated impact on firms' performance, this paper attempts to provide a piece of empirical evidence in support of the effect of weather conditions on the stock market performance.

Monthly time-series dataset and the fully modified ordinary least square (FMOLS) semi-parametric econometric technique are used to establish the effect of weather variables on stock market return.

This study finds that temperature and wind speed have a negative and statistically significant relationship with stock market performance. Likewise, humidity exhibits a negative relationship with stock market performance, albeit insignificant. The relevant stock market and macroeconomic control variables are statistically significant in addition to exhibiting their expected signs. The findings lend support to advocates of behavioural factors inclusion in asset pricing and decision-making.

For policy purposes, the authors recommend that traders, investors and stock exchange managers must take into consideration different weather conditions as they influence investors' behaviour, investment decisions, and consequently, the stock market performance.

To the best of the authors’ knowledge, this study provides the first empirical evidence of the nexus between disaggregated weather measures and stock market performance in Ghana. This study uses monthly data (which are very rare in the literature, especially for developing country studies) to provide empirical evidence that weather influences stock market performance.

In 1990, Salovey and Mayer presented a framework for emotional intelligence (EI). This marked the beginning of 20 years of academic research, development, and debate on the subject of EI. A significant amount of previous research has attempted to draw out the relationship between EI and leadership performance. EI has been a uniquely controversial area of the social sciences. EI is based on three simple yet fundamental premises. This manuscript reviews the definitions and models in the field of EI with special emphasis on the Mayer ability model and the connection between EI and leadership. The paper aims to discuss these issues.

This paper takes the form of a literature review.

EI appears to have a foothold in both our popular vernacular and our academic lexicon. However, it is not entirely clear what future form it will take.

This manuscript explores the current relationship between EI and leadership, discusses the various instruments and scales used to measure the construct, and examines the controversy and criticism surrounding EI. Finally, it illuminates some areas for additional research.

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.

The purpose of this paper is to explore the relation between emotional intelligence (EI), team learning and team psychological safety, using a context sensitive approach.

Using an internet survey‐research design, employees embedded inside work teams were asked to respond to an anonymous survey battery. Careful attention was paid to the collection of data from members of ad hoc teams currently engaged in projects within their respective organizations.

Post analysis, evidence suggested EI was significantly and positively related with team psychological safety and team learning. Likewise, team psychological safety was significantly associated with team learning. Q‐Sorting technique was used to establish discriminant validity between the three scales. Bootstrapping revealed that team psychological safety mediated the relation between EI and team learning.

The paper’s results extend current theoretical bounds of organization learning theory and focus on actionable leverage points for management development. Moreover, by connecting previously disparate literature in both management and human resource development, new frameworks are encouraged as consideration points.

The paper's findings could serve as the basis for new focal points in management development and perhaps shed new light on the role of emotions in work, as well as the role psychological climate plays as a specific leverage point for managers.

This is the first paper to explore the relationship between EI and team learning amongst individual members of real world ad hoc organizational teams. Findings indicate a positive association and further delineate the process in which EI affects team learning.