Emotional intelligence, teamwork effectiveness, and job performance: The moderating role of job context.

Abstract

We advance understanding of the role of ability-based emotional intelligence (EI) and its subdimensions in the workplace by examining the mechanisms and context-based boundary conditions of the EI-performance relationship. Using a trait activation framework, we theorize that employees with higher overall EI and emotional perception ability exhibit higher teamwork effectiveness (and subsequent job performance) when working in job contexts characterized by high managerial work demands because such contexts contain salient emotion-based cues that activate employees' emotional capabilities. A sample of 212 professionals from various organizations and industries indicated support for the salutary effect of EI, above and beyond the influence of personality, cognitive ability, emotional labor job demands, job complexity, and demographic control variables. Theoretical and practical implications of the potential value of EI for workplace outcomes under contexts involving managerial complexity are discussed.

Emotional Intelligence in Organizations

“…There are two scoring systems for the MSCEIT, one based on expert researchers on emotions and another based on the aggregated responses of a large sample drawn from the general population (see Mayer et al 2001 for the rationale for the consensus-scoring system). Advantages of the MSCEIT include its coverage of all four branches from Mayer & Salovey's (1997) model and evidence for its validity and reliability from past studies (e.g., , Farh et al 2012. The MSCEIT has limitations, however.…”

Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior

“…Meta-analytic findings have shown EI is positively related to job performance for high emotional labor jobs but is negatively related to performance for jobs low in emotional labor (Joseph & Newman, 2010). In addition, Farh, Seo, & Tesluk (2012) used a trait activation framework (Tett & Burnett, 2003) to explore the boundary conditions of the emotional intelligence-performance relationship specifically in the context of teams. They found EI was more strongly related to team effectiveness when the job was filled with many salient emotional cues.…”

Hacia una resolución efectiva de conflictos en las aulas universitarias: Ejemplos a través del debate cooperativo

“…Otros estudios analizan las diferencias entre el aprendizaje cooperativo y la enseñanza tradicional con el fin de poner de manifiesto las ventajas del primero (Ahmar & Mahmood, 2010;Barkeley, Cross & Major, 2008;Johnson & Johnson, 1999). Sin embargo, son escasos los estudios en los que se investigan las relaciones entre las actividades cooperativas y la adquisición de competencias emocionales en general y sociales en particular, en la enseñanza universitaria (Farh, Seo & Tesluk, 2012;Martínez Lirola, 2013), de ahí que este artículo pretenda ser una contribución en ese sentido.…”