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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 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.

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.

This study aims to examine empirically the effect of emotional intelligence of the team, as calculated by the average of all team members’ individual emotional intelligence measurements, on the cohesiveness of the team, and the effect of the perception of self-efficacy of the team members on the relationship between emotional intelligence and team cohesion. Finally, certain financial indicators were analyzed to evaluate team performance.

This study used quasi-experimental design. Participated in the experiment a total of 146 students (35 teams) who were senior business major students in the mid-sized university in the USA. In the experiment, the participants played a business simulation game over an eight-year simulated time frame. After the final round of the simulation game, the variables of emotional intelligence, self-efficacy and team cohesion were measured using the survey questionnaire and team performance and participation data were collected from the business simulation game. In the support of the quantitative data analysis, the current study also collected and analyzed qualitative data comments on other group members’ contribution to the group task.

Results indicated that team cohesion was highest when team members demonstrated greater emotional intelligence. Self-efficacy also had a positive influence on team cohesion. High self-efficacy was found to be an important mediator of the relationship between emotional intelligence and team cohesion. High emotional intelligence promoted the development of self-efficacy, resulting in increased team cohesion. Increased team cohesion resulted in improved team performance and participation.

The current study has several limitations. First, the sample is mostly business major students in the mid-sized university in the USA. There is a limitation in generalizing the findings into other populations. Second, this study accessed information on 35 teams comprising a total of 146 students. While the number of students and teams is sufficient for a study, more data would improve the robustness of the results. Third, this study collected and analyzed cross-sectional data, so there is the possibility for the reversed causal relationship in the findings. Although the authors concluded that team cohesion had a positive impact on team performance and participation, they also found the reverse relationship from the additional analysis. Fourth, the validity of the construct for emotional intelligence has some detractors, mainly because of the subjective nature of the measurement that tends to overlap existing personality measures and the objective measurement which involves a consensual scoring method with poor reliability.

This paper implies practical strategies to manage teams and team members for enhanced team productivity. Teams are critical resources within companies. This study demonstrates that high team cohesion leads to better team performance. As team cohesion is important for team performance, the authors found that two antecedents for team cohesion are emotional intelligence and self-efficacy within team members. Therefore, it is important for managers to hire and select team members with high levels of emotional intelligence and self-efficacy. Managers can train employees to internalize increased levels of these traits.

The current study demonstrated that self-efficacy mediated emotional intelligence and team cohesion during a research project lasting one semester. There have been few studies examining the mediating effect of self-efficacy on the relationship between emotional intelligence and team cohesion. In particular, unlike many other studies that use short-term laboratory experiments, the duration of this study could provide enough time to more thoroughly develop cohesion among members. The current study collected both quantitative and qualitative data. In addition to the quantitative data analysis, the analysis of qualitative data reinforced the findings of the quantitative data analysis.

The purpose of this research is to examine the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance.

It is argued here that the team leader's emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team's emotionally competent group norms (ECGN). Second, it is hypothesized that the presence of ECGNs will positively influence group effectiveness. Data were collected from 422 respondents representing 81 teams in a military organization.

Results show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance.

Limitations of this research include a narrow sample with the teams not being highly interdependent.

This research provides implications for practice in three primary areas: development and sustainment of emotionally intelligent managers and leaders; development and sustainment of emotionally intelligent work groups; and establishment of organizational leaders at all levels to foster and support emotional competence throughout the organization.

This research contributes to the field by offering support for the effects the team leaders' emotional intelligence has on the teams they lead as well as by showing how team level emotional intelligence affects team performance. This study adds to the body of literature in what is considered a relatively new area of study. The four key contributions of this research are: this research shows that the leader's behaviors are important at the team level; this research further validates Wolff and Druskat's (forthcoming) ECGN theory by lending support for the ECGNs as well as offering alternative clustering ideas for the norms; ECGNs were shown to be related to performance; and lastly this research extends the knowledge base about emotions in groups.

This paper aims to explore the relationship between knowledge sharing factors, emotional intelligence and team conflict on the team performance during the inter-institutionalized collaboration work process.

This study was conducted in South Sulawesi and Central Sulawesi Province’s hospitals. The study lasted for six months in 2017. The sampling was done by using cluster method and stratified random sampling, which was based on Hospital Type, level of Health Officers. These characteristics were considered to have represented quite heterogeneous information about the characteristics of health workers. Data analysis approach used in this study was partial least square (PLS) using WarpPLS software.

Based on the results of data analysis, it can be concluded that there is a significant direct influence between emotional intelligence to knowledge management, emotional intelligence to team conflict, and emotional intelligence to team performance.

Some previous research studies that have been done are by Hasanyl et al. (2015), Othman (2010), Sathitsemakul (2005), Nóra. Obermayer-Kovács (2014), Troth (2009), Leung (2010) and Luca and Tarricone (2001). The novelty of this research is on the effort to see the mediation of knowledge sharing, team conflict and structure mechanism to other variables developed in the research model.

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.

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.

As business is becoming more global, virtual teams are getting increasingly prevalent. The purpose of this paper is to examine virtual team effectiveness by taking a deeper look at the Virtual World Teams (VWTs) of Massively Multiplayer Online Games (MMOGs).

The paper investigates the effects of leaders’ emotional intelligence and transformational leadership on virtual team effectiveness, including three sub-factors of team effectiveness: team performance, viability and team member satisfaction. In addition, the indirect effect of emotional intelligence on team effectiveness via transformational leadership was examined. In total, 500 MMOG players that belonged in virtual world teams participated in the study. Hypotheses were tested through a series of multiple linear regression analyses, and one-way ANOVA tests were used to explore the impact of gender on the key factors of team effectiveness.

The analysis revealed a significant predictive relationship between perceived leader emotional intelligence and virtual team effectiveness sub-factors, mediated by transformational leadership behavior. Further analysis revealed gender differences in players’ perceptions of their leader emotional intelligence, transformational leadership and virtual team effectiveness.

This paper adds to the literature by revealing important predictors of virtual team effectiveness. These findings suggest implications for research and practice in the fields of Human Resources (HR), Human Resource Development (HRD) and training programs for e-leaders. The results of the analysis based on gender differences also have theoretical and managerial implications.

The study provides evidence that transformational leadership mediates the relationship between leaders’ emotional intelligence and team effectiveness in a virtual team.

Western research on teams has paid an increasing attention to team's emotional process and corresponding outcomes. However, there were seldom studies examining the influence mechanism of team leader emotional intelligence on subordinate outcomes in teams, and the previous studies often neglected the team context. The aim of the study is to explore the cross‐level effect of team leader emotional intelligence and team emotional climate on team member job satisfaction.

Questionnaire survey on 148 team leaders and 840 team members was conducted. The paper applied hierarchical linear modeling analyses with the software HLM 6.06 to test the hypotheses.

The analyses on the matched sample showed that team negative emotional climate has negative effect on team member job satisfaction, and team emotional climate moderates the relationship between leader emotional intelligence and team member job satisfaction such that leader emotional intelligence has stronger effect on member job satisfaction as team emotional climate becomes more negative.

First, it is a single time period study and cross‐sectional research design, which limits our ability to make causal inferences about the relationships proposed. Second, team leader emotional intelligence was reported by team leader themselves, and it will be better to combine self‐report and other‐report measures of emotional intelligence in the future study.

This study extends the existing theory through a cross‐level framework that examines how team emotional climate interacts with team leader emotional intelligence to affect member job satisfaction, thus enriches the studies on emotional intelligence and leadership, team emotional climate and team effectiveness. The study also provides evidence of group‐level emotion in China, a non‐Western cultural country, which enriches the existing body of studies sampling exclusively from Western cultural groups and the research of emotions in organizations at group level.