Peter Jeffrey Jordan

Workgroup emotional intelligence: Scale development and relationship to team process effectiveness and goal focus.

Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence.

Emotional Intelligence and Conflict Resolution: Implications for Human Resource Development

The problem and the solution. There continues to be strong interest regarding the emotional intelligence construct,primarily because of the construct’s potential as a predictor of workplace behavior in organizations. Little research has been conducted, however, that considers the implications of emotional intelligence for organizational change and human resource development in organizations.The study outlined in this article explores the connection between emotional intelligence and preferred styles of conflict resolution and examines the implications for human resource development and micro level organizational change specifically. One hundred and thirty-nine respondents were administered the Workgroup Emotional Intelligence Profile, a measure of group members’ emotional intelligence when working in teams, as well as the Thomas-Kilmann Conflict Model Instrument. The results consistently showed that individuals with high emotional intelligence preferred to seek collaborative solutions when confronted with conflict. Implications for human resource development and organizational change are also discussed.

PERFORMANCE IMPACTS OF APPRAISAL AND COPING WITH STRESS IN WORKPLACE SETTINGS: THE ROLE OF AFFECT AND EMOTIONAL INTELLIGENCE

We review the literature on stress in organizational settings and, based on a model of job insecurity and emotional intelligence by Jordan, Ashkanasy and Hartel (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.

Evaluating the Claims: Emotional Intelligence in the Workplace.

Contents: J.N. Cleveland, E.A. Fleishman, Series Foreword. Preface. Part I: The Definition and Measurement of EI. G. Matthews, A.K. Emo, R.D. Roberts, M. Zeidner, What Is This Thing Called Emotional Intelligence? K.R. Murphy, L. Sideman, The Two EIs. J.M. Conte, M.A. Dean, Can Emotional Intelligence Be Measured? Part II: The Relationships Between EI and Other Constructs. F.J. Landy, The Long, Frustrating, and Fruitless Search for Social Intelligence: A Cautionary Tale. J. Allen, J. Cohen, Emotional Intelligence in Classrooms and in Schools: What We See in the Educational Setting. A. Furnham, Explaining the Popularity of Emotional Intelligence. N. Brody, Beyond g. Part III: The Limits of EI. P.J. Jordan, C.E. Ashton-James, N.M. Ashkanasy, Evaluating the Claims: Emotional Intelligence in the Workplace. M.J. Schmit, EI in the Business World. D.L. Van Rooy, S. Dilchert, C. Viswesvaran, D.S. Ones, Multiplying Intelligences: Are General, Emotional, and Practical Intelligences Equal? R. Hogan, L.W. Stokes, Business Susceptibility to Consulting Fads: The Case of Emotional Intelligence. Part IV: Improving EI Research and Applications. K.R. Murphy, L. Sideman, The Fadification of Emotional Intelligence. C.S. Daus, The Case for An Ability-Based Model of Emotional Intelligence. P.E. Spector, H-A.M. Johnson, Improving the Definition, Measurement, and Application of Emotional Intelligence. K.R. Murphy, Four Conclusions About Emotional Intelligence.

Emotional intelligence and conflict resolution in nursing

Abstract How nurses maintain relationships and resolve conflict in the workplace is considered an important skill in the nursing profession (Hillhouse & Adler, 1997). In this paper we explore the utility of emotional intelligence in predicting an individual’s preferred style of conflict resolution. Theorists such as Goleman (1998) have proposed a strong link between emotional intelligence and successful conflict resolution. A preliminary analysis of our empirical study indicates that individuals with high emotional intelligence prefer to seek collaborative solutions when confronted with conflict. Implications for the nursing profession are discussed.

Testing the links between emotional intelligence and motivation

The emotional intelligence construct is still the focus of substantial controversy. In this paper we contribute to the current debate regarding the factors that comprise the emotional intelligence construct. While some authors argue that emotional intelligence consists of a number of social and emotional competencies including self-motivation (Goleman 1995; 1998), others maintain emotional intelligence abilities are restricted to abilities that directly link emotions to cognition (Mayer & Salovey 1997). This latter view does not include motivation as a factor, but acknowledges it as a separate, related function. We conducted an empirical study to test these two different conceptualisations. One hundred and thirteen individuals completed measures of emotional intelligence and McClellands (1987) three motivational needs. Structural equation analyses clearly supported Mayer and Saloveys (1997) conceptualisation that motivation is a factor related to emotional intelligence but is not a component part of the emotional intelligence construct. Implications are discussed.

A review of emotion regulation and development of a framework for emotion regulation in the workplace

Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace interactions can result in functional and dysfunctional outcomes (Cote, 2005; Diefendorff, Richard, & Yang, 2008). Research on the regulation of negative emotions has additionally been conducted in social psychology, developmental psychology, neuropsychology, health psychology, and clinical psychology. A close reading of this broader literature, however, reveals that the conceptualization and use of the term “emotion regulation” varies within each research field as well as across these fields. The main focus of our chapter is to make sense of the term “emotion regulation” in the workplace by considering its use across a broad range of psychology disciplines. We then develop an overarching theoretical framework using disambiguating terminology to highlight what we argue are the important constructs involved in the process of intrapersonal emotion generation, emotional experience regulation, and emotional expression regulation in the workplace (e.g., emotional intelligence, emotion regulation strategies, emotion expression displays). We anticipate this chapter will enable researchers and industrial and organizational psychologists to identify the conditions under which functional regulation outcomes are more likely to occur and then build interventions around these findings.

When it can be good to feel bad and bad to feel good: Exploring asymmetries in workplace emotional outcomes

Within the field of Management and Organizational Studies, we have noted a tendency for researchers to explore symmetrical relationships between so-called positive discrete emotions or emotion-infused concepts and positive outcomes, and negative emotions or emotion-infused concepts and negative outcomes, respectively. In this Special Issue, we seek to problematize this assumption (without aiming to entirely discard it) by creating space for researchers to study what we term asymmetrical relationships. In particular, we explore the topic of when it can be good to feel bad and bad to feel good. The articles presented in this forum demonstrate both theoretically and empirically that appreciating these asymmetrical relationships holds considerable promise for enhanced understanding of a range of management and organizational phenomena, ranging from leadership and followership to emotional labor and dirty work. These unique theoretical and empirical insights have important relevance for organizational practice.

Emotional Intelligence, Communication Competence, and Student Perceptions of Team Social Cohesion.

Students generally report poor experiences of group work in university settings. This study examines whether individual student perceptions of team social cohesion are determined by their level of emotional intelligence (EI) and whether this relationship is mediated by their communication skills. Business students (N = 273) completed the 16-item self-report Workplace Emotional Intelligence Profile—Short Version (WEIP-S; Jordan & Lawrence, 2009) before forming teams. Students worked in teams for 8 weeks to complete group work. Afterwards, peer ratings of student communication appropriateness and effectiveness were collected as was each student’s self-report perceptions of the level of team social cohesion. The effect of management of others’ emotions on team social cohesion was mediated by communication effectiveness. The authors discuss the implications of EI training and student team allocation as possible ways to improve student team cohesion.

Testing an explicit and implicit measure of motivation

Purpose – This study aims to examine the relationship between an implicit and an explicit measure of motivation and measures of job and life satisfaction to provide a better understanding of workplace motivation.Design/methodology/approach – A survey is to be administered to 113 workers from a broad community sample. The survey contains measures of implicit motivation (multi motive grid‐short version, MMG‐S) and explicit motivation (needs assessment questionnaire, NAQ), job satisfaction and life satisfaction, and the core self‐evaluation scale.Findings – Two types of confirmatory factor analyses allow us to examine the psychometric properties and convergent and discriminant validity between an implicit measure of motivation and an explicit measure of motivation. The data reveals that the implicit motivation variables assessed by the MMG‐S are operationally distinct from those assessed by the explicit NAQ. A more detailed analysis reveals poor discriminant validity originating from the MMG‐S variables. Reg...