Invited reaction: Developing emotional intelligence (EI) abilities through team‐based learning

Abstract

The preceding article (Clarke, 2010) examines an important and interesting question; that is, under what conditions can learning contribute to the development of emotional intelligence (EI)? Despite the controversy surrounding the definition and construct of EI, its prevalence for the human resources development (HRD) field and its implications for HRD professionals have been hard to deny. With the growing interest in EI, this research is both timely and valuable.Nafukho (2009), in a recent review of EI research, concluded that because HRD is a field that emphasizes learning to improve performance at individual, team, and organizational levels, it is imperative that HRD professionals understand how to develop EI to improve performance. However, he suggests that evidence of a link between EI development and performance improvement is tenuous at best, partly because ambiguities surround the definition of EI, and because of differences in how this construct is operationalized in the research. Although this study does not resolve the issues, it contributes to HRD literature in two primary ways. First, it sheds light on factors to consider when developing EI abilities through learning, and second, it provides evidence of the critical role that learning transfer can play in the development of EI.Overall, the article presents a literature review that is comprehensive without being exhaustive, and appropriately focuses on information pertaining to EI development through learning interventions. Although he acknowledges the multiple conceptualizations of EI as ability, competency, skill, or mixed models, Clarke appropriately narrows the focus to ability measures as the best-developed construct for studying EI. Following the literature review, the problem statements

Emotional intelligence research within human resource development scholarship

“…Clarke (2010) observed that intensive participation in a team-based learning activities followed by an EI training course could lead to significant improvements in EI. However, Leimbach and Maringka (2010) argued that it would be difficult to draw the conclusion that team participation activity could enhance EI development based on Clarke's ( 2010) study due to some methodological deficiencies associated with the study. Finally, Kunnanatt (2012) argued that increasing the awareness of participants on the inner operations and interactions between rational (neocortex) and emotional (amygdala) minds in EI training interventions could facilitate EI development.…”

Experiences That Matter: Unraveling the Link Between Extracurricular Activities and Emotional and Social Competencies

“…However, the evidence of a competency gap, especially in the young workforce, is still widely attested across countries (Jackson, 2009 ; QS Intelligence Unit, 2019 ). In order to reduce this gap and help individuals be more attractive when entering the labor market, understanding individual differences in the development of these competencies has become paramount (Leimbach and Maringka, 2010 ).…”