Workgroup Emotional Intelligence Profile Research Articles

Development of Emotional Intelligence During an Adventure and Experiential-Based Learning Course

Background The United States Air Force Academy's Center for Character and Leadership Development developed the ‘Adventure and Experiential Based Learning’ (AEBL) course—a new experiential education summer course intended to develop interpersonal leadership skills in 1,100 sophomore cadets. Purpose Improving cadet emotional intelligence (EI) is of particular focus due to its value in leader effectiveness. Methodology/Approach Rather than rely upon the more common military pedagogy of lecture-based learning or a military handbook that prescribes exactly what participant success looks like, the aim of the course examined in this study was to improve participant EI via a combination of experiential education methods including interactive classwork, challenge course experimentation, and a capstone 28-h adventure comprised of uncertainty and stressful team dynamics. To measure the effect the experiential education curriculum had on participant EI, the Workgroup Emotional Intelligence Profile (WEIP) was used in a pre/postsurvey method. Findings/Conclusion The results indicated a significant increase in EI among AEBL participants as measured by the WEIP. Implications Outdoor experiences like the one described in this article may be an effective way to train EI skills.

Psychometric Properties of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in a Sample of Spanish Federated Coaches.

Emotional intelligence has been a topic of great interest to researchers in many different areas as it is associated with mental, psychosomatic, and physical health. In the sports context, it is a significant variable that can play an important role in improving the team's performance. Although there are numerous tools to assess emotional intelligence, few of them have been validated explicitly in a sports sample, and even fewer have had coaches as a target population. Therefore, this study aimed to validate the Spanish version of the work group emotional intelligence profile short version (WEIP-S) in a sample of Spanish federated coaches. The results confirm that this instrument presents good psychometric properties to measure the emotional intelligence of sports coaches. The original four-factor model (awareness of one's own emotions, management of one's own emotions, awareness of others' emotions, and management of others' emotions) shows good reliability and convergent validity for all four factors except for the management of one's own emotions. These findings suggest that it is possible to measure the emotional intelligence of coaches and offer the opportunity to continue investigating the relevance of constructing specific scales to measure this construct in the sports context.

Validation of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in the Sports Context.

Emotional intelligence (EI) is related to better performance in sports. To measure this construct, many tools have been developed and validated in the sports context. However, these tools are based on an individual’s ability to manage their own emotions, but do not consider the emotions of the rest of the team (teammates, coaches, etc.). In this regard, the Workgroup Emotional Intelligence Profile short version (WEIP-S) is a self-reported measure designed to measure the EI of individuals who are part of a team. The aim of this study was to validate the WEIP-S structure to measure EI in the sports context, and to analyze the psychometric properties of this tool in the sample in terms of validity and reliability. A cross-sectional study was conducted among 273 athletes to examine the reliability, factor structure, and evidence of validity (convergent, discriminant, nomological, and concurrent) of the WEIP-S. Confirmatory factor analysis showed that the original four-factor structure is the most appropriate for the sports context. Composite reliability was adequate for all factors except management of one’s own emotions, which also showed poor convergent validity. Evidence of convergent, discriminant, and nomological validity are discussed. This study represents an advance in the use of specific scales to measure EI in the sports context.

Development and validation of a new ability-based measure of emotional intelligence: Cluj Emotional Intelligence Scale CEIS

Theoretical models of ability-based emotional intelligence (EI) present the ability to regulate other’s emotion as part of the emotion regulation facet, but in existing ability-based self-report EI measures, this ability is often not evaluated (e.g., Wong and Law Emotional Intelligence Scale, WLEIS, 2004) or is evaluated as a separate facet, in the work context (e.g., Workgroup Emotional Intelligence Profile WEIP-3, 2002). This consideration led to the development of a new self-report EI measure to assess EI abilities (Cluj Emotional Intelligence Scale, CEIS); the process of development and validation is presented in the current paper, across four different studies. Study 1 (n = 218) used item- analysis and exploratory factor analysis to select relevant items. Study 2 (n = 215) tested the factorial structure, convergent and discriminant validity and test-retest reliability (in sub-sample n = 75). Study 3 (n = 164) cross-validates the factorial structure and assesses concurrent validity of new instrument with well-being. Study 4 (n= 136) presents the translation of the new instrument from its original Romanian language into English and the evaluation of its psychometric properties.

When emotional intelligence predicts team performance: Further validation of the short version of the Workgroup Emotional Intelligence Profile

The purpose of this research was to extend the validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S), notably by examining its predictive validity for team performance. Six studies were conducted (N = 1810) to achieve this objective. In Study 1, the WEIP-S was translated into French and examined with respect to its factor structure and reliability (N = 311). In Study 2, the factor structure was validated in a sample of French employees in various occupations (N = 1141). Studies 3 and 4 (N = 106) examined the test-retest reliability and assessed the convergent validity. The predictive validity of the WEIP-S was examined in Study 5 (N = 80, 40 dyads) and in Study 6 (N = 172, 57 teams). The results indicate that the WEIP-S has a four-factor structure and can be reliably measured with 16 items. Moreover, it can be used as a predictive measure of team performance: groups with higher average levels of emotional intelligence performed better than those with lower levels. This research establishes the suitability of the WEIP-S for various occupations and offers researchers a short, validated measure to predict team performance.

Emotional Intelligence and Work Engagement as Mediators of Big Five Personality and Knowledge Sharing

<p>The purpose of this paper is to examine the interrelationships among various interpersonal psychological factors to explain their effect on knowledge sharing behaviors at workplace. A sample of 450 employees was drawn from knowledge based industries. To tap the information regarding performance on knowledge sharing, Big Five personality, Emotional intelligence and work engagement, Knowledge Sharing Behavior (KSB) scale by Yi (2009)<sup>56</sup>, Big Five personality traits scale by Gosling et. al. (2003)<sup>21</sup>, Workgroup Emotional Intelligence Profile (WEIP-S) by Jordan & Lawrence (2009)<sup>26</sup> and Utrecht Work Engagement Scale by Schaufeli et. al. (2003)<sup>46</sup> have been used. Partial Least Square technique of Structural Equation Modeling was applied using SmartPLS 2.0.M3 to understand the proposed relationships. Findings show the prominence of conscientiousness among Big Five personality traits to explain knowledge sharing behaviors at workplace (Total Effect of conscientiousness on knowledge sharing being 0.5246 significant at p<0.01). Emotional intelligence proves to be the most important mediator of the relationship between Big Five traits, except agreeableness, and knowledge sharing. Even though work engagement is found to be a significant predictor of knowledge sharing (Total Effect of work engagement on knowledge sharing being 0.1698, significant at p<0.01), its role as a mediator is minor. Although the paper has certain limitations, nevertheless, this is the first study to consider the relationship between personality, emotional intelligence, work engagement and knowledge sharing in a single study and making us understand the interacting and mediating role of emotional intelligence and work engagement to explain knowledge sharing.</p>

PORTUGUESE VERSION OF WORKGROUP EMOTIONAL INTELLIGENCE PROFILE – SHORT VERSION (WEIP-S): PSYCHOMETRIC PROPERTIES

A presente investigação foi dividida em dois estudos e teve como base conceptual o Modelo de Inteligência Emocional de Mayer e Salovey (1997). No primeiro estudo procurou traduzir e adaptarse para a população portuguesa o Workgroup Emotional Intelligence Profile - short version (WEIPS) (Jordan & Lawrence, 2009) e avaliar a sua consistência interna e constância temporal. No segundo estudo, o objetivo foi avaliar a dimensionalidade (como medida aproximada de validade fatorial), a validade de critério, pela comparação concorrente com um instrumento paralelo já validado para Portugal (Trait Meta-Mood Scale - TMMS24 - Queiroz et al. (2005)) e verificar novamente o comportamento da consistência interna. Após o primeiro estudo, o WEIP-S passou a designar-se PIEGT16 (Perfil de Inteligência Emocional do Grupo de Trabalho - 16 itens). A amostra do primeiro estudo foi constituída por 150 participantes e a do segundo estudo por 369 participantes, todos jogadores de futebol. Em relação ao estudo 1, foram obtidos bons valores de consistência interna e foi demonstrada a constância temporal do instrumento, uma vez obtidas correlações significativas entre o teste e o reteste. No que diz respeito ao estudo 2, foi extraída uma solução tetra-fatorial com um agrupamento de itens igual à versão original (Jordan & Lawrence, 2009). Quanto à validade de critério concorrente, embora relativamente baixas, as correlações entre as duas formas assumiram significado estatístico, denotando validade de critério. A consistência interna manteve, neste segundo estudo, valores dentro do recomendado. Os resultados demonstraram que a versão portuguesa do WEIP-S, agora designado por PIEGT16, possui boas características psicométricas.

Team Emotional Intelligence, Team Interactions, and Gender in Medical Students During a Psychiatry Clerkship.

This study examined the relationship between team emotional intelligence, quality of team interactions, and gender. Psychiatry clerkship students participating in Team-Based Learning (TBL, n = 484) or no TBL (control, n = 265) completed the Workgroup Emotional Intelligence Profile (WEIP-S) and the Team Performance Scale (TPS). Significant correlations (p < 0.01) existed between quality of team interactions (i.e., TPS) and team emotional intelligence (i.e., WEIP-S) subscales, but not gender. Control and TBL groups experienced significant increases in WEIP-S subscales pre to post (p < 0.01, η (2) = .08), with the TBL group experiencing significantly higher gains in three of four subscales. Control group scored higher on TPS. A significant relationship exists between team emotional intelligence and quality of team interactions. Gender was unrelated to TPS or WEIP-S subscales. TBL group experienced higher gains in WEIP-S subscales while the control group experienced slightly higher TPS scores. Results suggest implications for medical educators who use TBL.

Development of emotional intelligence in a team-based learning internal medicine clerkship

Background: Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence.Aim: We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship.Method: With IRB approval, during the 2009–2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile – Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship.Results: Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions (p = 0.018), recognizing emotions in others (p = 0.031), and ability to manage other's emotions (p = 0.013). There was no change for ability to control own emotions (p = 0.570).Conclusion: In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.

Emotional intelligence in teams: Development and initial validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S)

AbstractResearch reveals that emotional intelligence is an important factor in predicting performance in teams. In this article, we initially outline a theoretical model for examining emotional intelligence in teams. Using this model, we test a short version (16 items) of the self-report Workgroup Emotional Intelligence Profile (WEIP). Evidence from three studies supports this model. Two samples of 620 and 217 employees support the hypothesized structure of the WEIP-S. Four distinct constructs were derived: Awareness of own emotions; Management of own emotions; Awareness of others' emotions; and Management of others' emotions. The WEIP-Short Version (WEIP-S) scale, therefore, is based on abilities that are vital during the interaction of team members. Data from 99 employees provide evidence of test–retest stability for the WEIP-S across three time periods. Limitations and potential uses in management research for this short-version scale are discussed.

Emotional intelligence in teams: Development and initial validation of the short version of the Workgroup Emotional Intelligence Profile (WEIP-S)

AbstractResearch reveals that emotional intelligence is an important factor in predicting performance in teams. In this article, we initially outline a theoretical model for examining emotional intelligence in teams. Using this model, we test a short version (16 items) of the self-report Workgroup Emotional Intelligence Profile (WEIP). Evidence from three studies supports this model. Two samples of 620 and 217 employees support the hypothesized structure of the WEIP-S. Four distinct constructs were derived: Awareness of own emotions; Management of own emotions; Awareness of others' emotions; and Management of others' emotions. The WEIP-Short Version (WEIP-S) scale, therefore, is based on abilities that are vital during the interaction of team members. Data from 99 employees provide evidence of test–retest stability for the WEIP-S across three time periods. Limitations and potential uses in management research for this short-version scale are discussed.

Workgroup emotional intelligence

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.