Page 48 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 48
One indicator of a person’s effective interpersonal functioning at work
is teamwork effectiveness, or the extent to which a person can work well
with other team members and effectively attend to their needs (Welbourne,
Johnson, & Erez, 1998). Teamwork effectiveness is greater when team mem-
bers effectively exchange information and resources. Moreover, the team is
more effective when its members actively collaborate with one another and
respond to other team members’ needs and requests.
EI was shown in some studies to be a relevant predictor of teamwork
effectiveness (e.g. Jordan, Ashkanasy, Hartel, & Hooper, 2002). Emotionally
intelligent individuals can better sense, understand and respond appropri-
ately to emotional reactions shown by other team members. To illustrate, a
high emotional intelligent individual who sees that conflicting task opin-
ions among team members have caused too much anger and frustration
among team members may suggest ways to stop these counterproductive
behaviour and unpleasant emotions. Another example would be a high EI
member perceiving that team morale is low, and suggesting a break to re-
gain the right and productive work atmosphere. Similarly to these illus-
trations, Wolff, Pescosolido and Druskat (2002) found that emotional per-
ceptiveness (operationalised as self-reported empathy) was associated with
behaviours that facilitated group task coordination. Other studies found
that teams of individuals with higher EI reported lower levels of conflict in-
tensity due to the formation of emotionally intelligent team climates and
the use of more collaborative and integrative conflict resolution meth-
ods, which led to better team functioning (Ayoko, Callan, & Hartel, 2008;
Jordan & Troth, 2004). These findings suggest that EI relates positively to
teamwork effectiveness.
The CER theory presented in this article can be a way to improve the
EI of team members. It can help them better understand the emotional
reactions that occur in teamwork. For example, when presented to teams
of preschool teachers who work together every day they reported gaining
a different perspective on their co-worker’ emotional reactions. They felt
they had become more tolerant and understanding when a co-worker had
an angry reaction, they tried to accept the reaction and help the co-work-
er through understanding and giving time and space to calm down (MIZŠ,
2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013).
48
is teamwork effectiveness, or the extent to which a person can work well
with other team members and effectively attend to their needs (Welbourne,
Johnson, & Erez, 1998). Teamwork effectiveness is greater when team mem-
bers effectively exchange information and resources. Moreover, the team is
more effective when its members actively collaborate with one another and
respond to other team members’ needs and requests.
EI was shown in some studies to be a relevant predictor of teamwork
effectiveness (e.g. Jordan, Ashkanasy, Hartel, & Hooper, 2002). Emotionally
intelligent individuals can better sense, understand and respond appropri-
ately to emotional reactions shown by other team members. To illustrate, a
high emotional intelligent individual who sees that conflicting task opin-
ions among team members have caused too much anger and frustration
among team members may suggest ways to stop these counterproductive
behaviour and unpleasant emotions. Another example would be a high EI
member perceiving that team morale is low, and suggesting a break to re-
gain the right and productive work atmosphere. Similarly to these illus-
trations, Wolff, Pescosolido and Druskat (2002) found that emotional per-
ceptiveness (operationalised as self-reported empathy) was associated with
behaviours that facilitated group task coordination. Other studies found
that teams of individuals with higher EI reported lower levels of conflict in-
tensity due to the formation of emotionally intelligent team climates and
the use of more collaborative and integrative conflict resolution meth-
ods, which led to better team functioning (Ayoko, Callan, & Hartel, 2008;
Jordan & Troth, 2004). These findings suggest that EI relates positively to
teamwork effectiveness.
The CER theory presented in this article can be a way to improve the
EI of team members. It can help them better understand the emotional
reactions that occur in teamwork. For example, when presented to teams
of preschool teachers who work together every day they reported gaining
a different perspective on their co-worker’ emotional reactions. They felt
they had become more tolerant and understanding when a co-worker had
an angry reaction, they tried to accept the reaction and help the co-work-
er through understanding and giving time and space to calm down (MIZŠ,
2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013).
48
