مقاله انگلیسی رایگان در مورد امکان آموزش هوش هیجانی، تحقیق متاآنالیز – الزویر 2018

Emotional intelligence (EI) refers broadly to refers skills and/or abilities that enable awareness of the emotional states of oneself and others and the capacity to regulate or use emotions to positively affect role performance. As noted recently by Joseph, Jin, Newman, and O’Boyle (2015), since its introduction in the popular media by Goleman (1995), EI has garnered considerable attention in both mainstream culture and the business world. It “is currently considered a widely accepted practitioner tool for hiring, training, leadership development, and team building by the business community” (pg. 298). A Fast Company article describes Google’s “insanely popular emotional intelligence course” (Giang, 2015), business blogs attribute corporate performance to the EI of its leaders (e.g., Conley, 2011), and the consulting group TalentSmart claims that 75% of Fortune 500 companies use its EI products or services. Despite debates over emotional intelligence as a legitimate construct (see Antonakis, Ashkanasy, & Dasborough, 2009; Locke, 2005; Mayer, Salovey, & Caruso, 2008), human resource practitioners spend considerable resources selecting and training a more emotionally intelligent workforce (Fineman, 2004; Nafukho & Muyia, 2014). A December 2017 web search revealed over 200 vendors providing various forms of EI coaching or training, including those offered by large professional organizations like the American Management Association and the Association for Talent Development. Further, emotional intelligence training is increasingly being integrated into MBA training, even in prestigious universities such as Yale (Di Meglio, 2013). Although organizations and universities are investing time and money into training programs that promise to increase EI of employees and organizational leaders, research has yet to systematically investigate whether we successfully can train adults to be more emotionally intelligent. The primary purpose of this study addresses this gap by conducting two meta-analyses to determine the effect of training on emotional intelligence. Although prior meta-analyses have examined the relationship between EI and leadership, job performance, and health (Harms & Credé, 2010; Joseph & Newman, 2010; Joseph et al., 2015; Martins, Ramalho, & Morin, 2010; O’Boyle, Humphrey, Pollack, Hawver, & Story, 2011), this is the first time meta-analytical techniques have been used to understand the effects of formal training on EI. Our investigation addresses whether emotional intelligence can be trained, establishes an expected effect size for organizations and institutions looking to adapt EI training, and lays a groundwork for answering other practical questions about the best ways to improve EI in the workforce. Thus, our study makes an important contribution to the emotional intelligence literature by informing researchers and HR practitioners as to whether resources used to implement EI training programs are indeed well-spent.