Emotional intelligence provides indicators for team performance in an engineering course

Abstract

As the Architectural Engineering and Construction (AEC) industry embraces new ideas and new technologies, there is an escalated need for integration. Unfortunately, the incorporation of highly functional collaborative skills within a team-like framework is not often a specific focus in collegiate engineering classes. This contrasts with industry, where an increased awareness of the advantages of teams and collaboration skills is well appreciated. This paper provides an introduction to emotional intelligence (EI) and the importance of EI to the AEC community. Here, we describe an exploratory study, which was undertaken to identify which EI traits of students were linked to success in a team-based undergraduate construction engineering course. Ninety-five students were randomly divided into teams to complete projects during the Spring 2008 semester. Individual exam scores, project scores, and team member evaluations were compared with individual trait assessments, using the Bar-On Emotional Quotient Inventory (EQ-i). The resulting analysis identifies specific individual team member traits that may lead to improved performance in team projects. The relationship between team performance and EI was explored from a three-pronged perspective, using the mean, the maximum and the range of each of the aggregated EQ-i components for the team as a whole. The results showed three areas with significant correlation to team performance, with all three involving the range of team-aggregated EQ-i traits. The outcomes suggest a balance in a team, when team selection is based on EI scores, can impact team outcomes. The results of the study will be used to improve professional and collaborative skills in the undergraduate engineering curriculum at Penn State and may be extended to other institutions.

A leadership-as-practice perspective on design in architecture, engineering and construction projects: interaction analysis of a collaborative workshop

“…When defined in such a multifaceted way, we believe that the emergence of leadership-aspractice as it occurs in project organizations becomes one step closer to our understanding. This, in turn, has the potential to greatly enrich the existing leadership studies in engineering and construction project organizations (Fellows et al, 2003;Giritli and Oraz, 2004;Ofori and Toor, 2009;Kasapoglu, 2010;Müller and Turner, 2010;Leicht et al, 2012;Skipper and Brandenburg, 2013). Having said that, however, it should be mentioned that positioning this study in contrast with the personality-based leadership studies does not imply that the aim of the study was to dismiss either the personality-based or any other stream of inquiry into leadership.…”

A Mediating and Moderating Analysis of the Relationship Between Team Emotional Intelligence and Team Performance

“…Therefore, site supervisors must recognize the impact of EI as a fundamental ability of team members, as it significantly fosters trust. Moreover, project employees with high EI are more responsive to other members, who promote trust, communication, and an information-sharing atmosphere, through which teams can solve unexpected problems during difficult times and jointly contribute to the team performance (Carmeli, 2003; Leicht et al, 2013; Macht et al, 2019; Oginska-Bulik, 2005).…”

Emotional Intelligence and Undergraduate Engineering Students

“…In another study, Leicht, et al were able to measure the impact of emotional intelligence on the classroom performance of Architectural and Engineering students in an undergraduate course, Introduction to Building Industry. The study found that EQ skills helped to create a higher performing team than predicted by technical skills alone (Leicht, Macht, Riley & Messner, 2013).…”