The role of emotional intelligence in performance: pilot studies with managers, citizens and university students
- Document type
- Conference Paper
- Komlosi, Edit; Clarke, Alan
- British Academy of Management
- Date of publication
- 9 September 2014
- British Academy of Management Conference Proceedings 2014
- People management: all aspects of managing people
- Business and management
- Material type
[Authors' original abstract]
The study summarises three empirical emotional intelligence research studies that have been carried out recently among university students, citizens and managers to explore relations with task and contextual performance. All three studies found emotional intelligence as a trigger for high task and/or contextual performance and two studies showed gender and age differences. The studies indicate that self-control of emotional intelligence factors including emotional regulation, low impulsiveness and stress management, were the key traits in achieving present and potential high performance, as measured by the study.
The study uses a quantitative approach to measure emotional intelligence. The Trait Emotional Intelligence Questionnaire (TEIQue) has an international recognition, strong reliability and validity (the British Psychological Society evaluated it as an excellent instrument). It has also been translated and validated in Hungarian.
There are key values from the three empirical research studies. These types of research have not previously been carried out in Hungary. No previous evidence has been found of a valid and reliable trait emotional intelligence instrument being used to indicate which factorial elements within emotional intelligence trigger performance and discretionary work. One of the original contributions of the paper is that present and potential performance has not been previously studied and reported, as far as the authors are aware. The findings provide the basis of ongoing PhD research in the hotel industry with functional managers, where these outcomes will be further contrasted and examined.
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