Description
The benefits of becoming emotionally aware are managing intrapersonal and interpersonal relationships, increased productivity, better communication, and improved team dynamics.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
1
Abstract
Emotional Intelligence is comprised of self and social awareness. The four
clusters of emotional intelligence are self awareness, self management, social
awareness, and relationship management. A person possessing emotional intelligence
is able to manage self and relationships. The benefits of becoming emotionally aware
are managing intrapersonal and interpersonal relationships, increased productivity,
better communication, and improved team dynamics.
In an effort to determine the effects of an emotional intelligence workshop on a
midwestern multi-campus community college’s Staff Council, a quasi experiment was
conducted in which two surveys were administered to gauge the individual’s level of
emotional intelligence awareness before and after the workshop. The hypothesis was
that the emotional intelligence awareness would be raised after the workshop. It was
hoped the team’s dynamics would improve; however, this was not measured. The
research was conducted using a directional two-sample t analysis with a level of
significance of .05. The total group score was evaluated both before and after the
workshop. Although the data showed an increase in emotional intelligence awareness,
it was not significant.
It is recommended that additional emotional intelligence staff development be
offered to the College Staff Council, allowing them to build on the concepts that were
introduced with the initial staff development. Increased emotional intelligence will
benefit the individual, the department, the team, and the company.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
2
Statement of Purpose
The purpose of this project was to determine the effectiveness of emotional
intelligence staff development in improving team dynamics. The project involved
surveying members of a midwestern multi-campus community college Staff Council
prior to a session of emotional intelligence training and again after the training to
determine if there was an increase in individual emotional intelligence awareness that
would improve the team’s interaction.
The study was conducted from April 2008 through July 2008 with the cooperation
of the College Staff Council, a representative group of 17 classified staff from the four
campuses and an administrative site of a midwestern multi-campus community college.
Two surveys were conducted. The first survey determined the council members’
interaction within the team. The second survey determined the council members’
awareness of emotional intelligence and its effects on their team interaction. The results
of the two observations were compared and analyzed in an effort to raise individual
emotional intelligence awareness and improve team dynamics.
Organizational Context
In 1997, midwestern multi-campus community college’s classified staff organized
a council to provide representation and a voice for the staff. During the next ten years,
the College Staff Council (CSC) grew and matured into a respected, positive
organization that provided collaboration in various college endeavors and committees.
The CSC participated in bringing several benefits to the classified staff. Among those
benefits were an extra personal circumstance day; making it possible to use
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
3
compassionate leave for the loss of a grandchild; and using one day per fiscal year
performing community service.
Setting of problem. Midwestern multi-campus community college’s Staff Council
was comprised of 17 classified staff representing the staff on each of the four campuses
and administrative offices. One of the CSC’s 2007-2008 goals was to improve
communication. Improved team dynamics would be a direct result of improved
communication.
History of background. During the ten years of the CSC’s existence, the
members served on various college committees. As in most organizations, the synergy
produced by those committees was greatly affected by team dynamics. The team’s
interaction affected its accomplishments.
Scope of the problem. The research project focused on two surveys provided to
the CSC. The first survey was given prior to a staff development opportunity regarding
emotional intelligence (EI). The second survey was administered three months after the
emotional intelligence workshop was presented. An effort was made to increase the
quality of team performance by raising the individual member’s emotional intelligence
awareness. The theory was that by raising the individual’s emotional intelligence
awareness, each person would be able to improve team performance and apply EI to
other committees on which they served thus improving other team dynamics.
Significance of the Project
In addition to the 17 CSC members possessing slightly improved communication
skills as a result of the emotional intelligence seminar. Their understanding of
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
4
emotional intelligence allowed them to understand and manage their emotions and how
to interact in a positive manner with others in the group.
Definition of Terms
Emotional Intelligence: The characteristic of recognizing and managing emotions by the
individual and using the knowledge to manage relationships with others.
Executive Coaching: Training for administrators, many times conducted by consultants
to improve a company’s performance.
Synergy: Each part contributing to increase the effectiveness of the whole.
Team Dynamics: The interaction of individuals within a group.
Literature Review
A Holistic exploration of leadership development. What attributes does an
effective leader possess? According to von Krosigk, “Aligning body, mind and spirit,
acquiring emotional intelligence, an unshakable belief in their own intuition and
producing outcomes in the context of organisational abilities encompass the attributes
of leaders . . . “ (2006, p. 25). One of the most beneficial leadership traits would be the
understanding of emotional intelligence.
The author conducted a study in which ten anonymous leaders were interviewed
to determine the consistent traits of leaders. Among the qualities evident in the study
subjects, von Krosigk noted traits such as credibility, integrity, honesty and fair-
mindedness. Additionally, emotional intelligence was included as an important quality
for a leader to possess. “Inspiring others is an important task of a leader, and good
leaders are distinguished by their ability to inspire others . . .” (von Krosigk, 2006, p. 26).
The research indicated that in order to motivate others, a leader needed to understand
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
5
the team and what inspired them. In order to encourage and motivate, a good leader
needed to understand how to reach others. Being emotionally aware of what others
were feeling, allowed a leader to reach them and draw them into the project at hand
(von Krosigk, 2006, p. 26).
The study results were separated into three sections, “1) The complexity of
becoming a leader, 2) The complexity of being a leader, and 3) The effects of being a
leader” (von Krosigk, 2006, p. 27). While some leaders become prepared to lead by
circumstances, others are chosen during childhood and raised to be leaders. The
author noted six of the ten leaders in the research group, “ . . . came from humble roots,
rising far above the level of their origins” (von Krosigk, p. 28). This data indicated that
leaders were born from all social / economic levels. Each leader recognized and
developed potential in others. Inspiring and engaging others were also qualities
exhibited by effective leaders.
Von Krosigk noted the leaders in his study who were emotionally aware were
also aware of the world around them. “They demonstrated authenticity and displayed a
collaborative individualism. They also balanced business and community interests and
cared for outcomes as much as for peaceful process” (von Krosigk, 2006, p. 29). The
research indicated leaders were in tune with what was happening around them. They
understood the connection between business and the community.
Self-Leadership: A Process for Entrepreneurial Success. In their 2007 article,
authors D’Intino, Goldsby, Houghton, and Neck correlated the importance of emotional
intelligence with self-leadership. People with strong emotional intelligence awareness
exhibited self control (D’Intino, Goldsby, Houghton, and Neck, 2007, p. 105). According
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
6
to the research, three strategies were identified to increase one’s personal
effectiveness. They were 1) behavior-focused strategies, which allow a person to
become self aware and modify their own behavior; 2) natural reward strategies, which
allow a person to create or recognize pleasant aspects of a task so that it becomes
more enjoyable. In doing so, the person could reshape their perception into a more
positive one; and 3) constructive thought pattern strategies in which the individual
developed positive thinking into a habit (D’Intino, et al., 2007, p. 106).
The authors valued the four areas of emotional intelligence: self awareness, self
management, social awareness, and relationship management, believing a person
could control and develop their level of emotional intelligence by becoming aware of it,
paying attention to it, and training it. The research showed that emotional intelligence
and self leadership were closely tied together in that “ . . . emotional intelligence is the
ability to self regulate emotions while self leadership focuses on the self regulation of
thought processes and behaviors” (D’Intino, et al., 2007). According to the research,
controlling emotions and channeling them in a positive way can assist a person in
becoming a more effective leader.
The science of emotional Intelligence: Current consensus and controversies.
Authors Zeidner, Robert, and Matthews conducted a study of the science of emotional
intelligence and published their findings in 2008. They reported that the growing
interest in emotional intelligence was attributed to the role it played in improving
individual and social well-being. Emotional intelligence has been attributed to
influencing relationships, individual job performance, leadership, work teams,
communication, and reaching educational goals (Zeidner, Robert, and Matthews, 2008,
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
7
p. 71). The research indicated a person’s emotional awareness could influence his or
her success in personal and social relationships. Practicing emotional intelligence could
be an important life strategy.
Using emotional intelligence to develop executive leadership and team and
organizations. Executive coaching has become an effective tool in fine tuning
organizations. Blattner and Bacigalupo shared their case study results as they coached
the executive leadership team of an unnamed company (2007). Some of the skills
addressed were communication, task delegation, improving self and public image,
playing to strengths, and improving self awareness and self confidence.
Coaches can emphasize both personal empowerment and social
consensus, fostering an essential mindset for personal career and
organizational leadership. To accomplish this, many coaches are
currently applying emotional intelligence in their work with individuals and
organizations. (Blattner and Bacigalupo, 2007, p. 209)
Emotional intelligence has become an important mechanism for gauging team
dynamics. It is described as, “. . . the ability to recognize and understand emotions and
the skill to use this awareness to manage self and the relationships with others”
(Blattner and Bacigalupo, 2007, p. 209). The research indicated that by managing their
own emotions, leaders could positively influence those around them and navigate
through difficult situations to reach informed decisions. The four skills associated with
EI were, “ . . . self awareness, self management, social awareness, and relationship
management” (Blattner & Bacigalupo, 2007, p 209). These skills were directed both
inwardly and outwardly in managing self and relationships. By recognizing triggers that
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
8
derail communication, effective leaders could bypass controversial stall outs and keep
the dialog going until an acceptable decision had been reached.
Throughout the case, the authors were able to identify the leadership team’s
positive and negative dynamics and remove existing silos. The team began to
understand their own emotional intelligence and how if affected their behavior and the
team’s dynamics. By understanding themselves, they were able to begin understanding
each other and their place within the group.
Emotional intelligence: Instruction effects and sex differences in emotional
management abilities. In Freudenthaler, Neubauer, and Haller’s University of Graz,
Austria study on emotional intelligence, 155 undergraduate university students were
evaluated to gather information regarding their personality strengths and weaknesses in
regard to specific cognitive and emotional abilities (2008). The published findings noted
that two ANOVA effects were found related to sex. The first finding of significance was
that women outperformed men in interpersonal skills, and the second was that men
outperformed women in intrapersonal skills. These findings indicated that women
exhibited stronger skills in developing and managing relationships and men were better
able to control their own emotions (Freudenthaler, Neubauer, & Haller, 2008).
Leaders and their teams: Learning to improve performance with emotional
intelligence and using choice theory. In his article, Schoo explained that positive
leadership brought out “ . . . happy relationships, teamwork, learning, recognition, staff
retention, and health and wellbeing” (2008, p. 40) in the work environment. According
to Schoo (2008), emotionally intelligent leaders are able to tune into the emotions of
their workers and bring about positive outcomes. The four leadership styles associated
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
9
with creating an emotionally intelligent environment were visionary, coaching, affiliative,
and democratic. Visionary leadership moved the workers in a direction. Coaching
matched individual and organizational goals so that the employee could improve and
grow. Affiliative leadership created harmony, and democratic leadership built buy in and
commitment from the employee.
The research indicated that good leaders fostered a positive work environment
that encouraged people to perform well. The leader’s mood affected the environment,
and emotionally intelligent leaders motivated and inspired their workers (Schoo, 2008).
Developing emotional intelligence through workplace learning: Findings from a
case study in healthcare. Emotional Intelligence has gained credibility within human
resources management. In Clarke’s (1997) article, the author shared information
gained through a case study of healthcare professionals working in a hospice setting.
The value of the study was to determine if on-the-job experience was more effective
than classroom instruction in teaching the workers to develop emotional abilities.
According to Clarke, EI is defined as:
the ability to perceive accurately, appraise, and express emotion; the ability to
access and/or generate feelings when they facilitate thought; the ability to
understand emotion and emotional knowledge; and the ability to regulate
emotions to promote emotional and intellectual growth (Clarke, 2006, p. 448).
The case study was conducted by video taping a series of discussions with a
facilitator. These videos were then transcribed and examined for common discussion
threads. “Initial coding of the transcripts was based on classifying excerpts of
conversation into three themes looking at (1) the emotional content of the work involved,
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
10
(2) learning processes and (3) emotional skills, knowledge or abilities” (Clarke, 2006, p.
451). Significant findings indicated managing emotions was required to function in such
an environment. The caregivers used their emotions to provide compassionate care to
the patients, consideration in interacting with the families, and to provide and receive
support from the other healthcare professionals.
. . . healthcare workers were using emotional knowledge in order to
decide courses of action and how then to perform their caring role.
Associated with this ability was the ability to be able to read the emotional
signs in others especially at the locus of patient interactions. This implies
an emotional ability that is concerned with understanding and perceiving
the nature of emotional cues and content that comprise and take place
within interpersonal relationships (Clarke, 2006, p. 452).
Personality traits, emotional intelligence, and multiple happiness. A study was
conducted to determine if happiness is determined by external factors other than by
personality factors. While wealth, work, hobbies and relaxation affected happiness, the
way a person processed their emotions determined their level of happiness. The
authors concluded that a person’s personality was a greater influence on their
happiness than their wealth or social status (Furnham & Christoforou, 2007, p. 440).
The authors studied a correlation between happiness and emotional intelligence,
identifying 15 qualities. Among these qualities were the ability to adapt; perceive,
express, and regulate emotions; manage stress; behave assertively; convey empathy;
build relationships; and be sociable (Furnham & Christoforou, 2007). It is believed
people with high emotional intelligence were able to recognize and manage their
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
11
emotions and behavior. Additional findings indicated emotional intelligence was the
most significant indicator in determining happiness (Furnham & Christoforou).
The data confirmed that emotional intelligence was related to happiness. How a
person processed their environment and managed their intrapersonal and interpersonal
relationships affected their happiness.
Individuals with high trait EI are more flexible, aware of their own and
other peoples’ feelings, capable of communicating their feelings to others,
influencing other peoples’ feelings, and controlling their own emotions.
They are supposedly capable of withstanding pressure and regulating
stress, cheerful and satisfied with their lives, and confident and likely to
‘look on the bright side’ of life. No doubt it is the management of one’s
own and others’ emotions that is the really important component of EI that
relates to happiness (Furnham & Christoforou, 2007, p. 457).
The research indicated that those who had a positive attitude were able to
manage life’s challenges and maintain a level of happiness. Influencing their own
emotions and other people’s feelings contributed to their emotional wellness.
Deep-level composition variables as predictors of team performance: A meta-
analysis. Bell of DePaul University, conducted a study analyzing team dynamics and
what variables affected team performance.
According to the author, team composition research can be categorized
along three dimensions: (a) characteristics of team members (e.g., number of
team members, members’ abilities, demographics, personality traits), (b)
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
12
measurement of these characteristics, (c) and the analytical perspective used to
approach team composition (Bell, 2007, p 595).
According to the research, individual’s personalities affect the team and its
decisions by influencing patterns of thinking, feeling and acting. These factors affected
the team’s performance by their approach to task completion and how they interacted
with each other (Bell, 2007, p. 597). How a team interacted, its effectiveness or
ineffectiveness, depended on the individual personalities of the team’s members. The
qualities that were attributed to making positive impacts on teams were
conscientiousness, being agreeable, considerate, trusting, friendly, extraversion,
emotionally stable (secure, calm, steady), openness to experience, original, imaginative,
broadminded, and daring (Bell, 2007). A team could reach synergy if all members were
contributing. Working together in a positive, respectful manner would allow the team
members to express their views and contribute to the team’s outcome. Additionally, the
author hypothesized that emotional intelligence positively affected team performance
(Bell, 2007).
The author’s conclusion from the study was that, “Many of the team composition
variables showed promise as a means of increasing team performance” (Bell, 2007, p.
610). The research indicated being emotionally intelligent could improve a team’s
performance. Each person could contribute their strengths for the betterment of the
team. By recognizing a person’s own emotions and channeling them in a productive
manner, that individual could enhance the team’s dynamics.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
13
Summary
The literature research indicated an individual’s emotional intelligence level could
affect his or her quality of life, satisfaction of relationships, happiness, and interaction
within a workgroup. By educating the individuals within a team to understand and utilize
their emotional intelligence, a more cohesive and productive workgroup would emerge.
Providing a staff development opportunity for the College Staff Council would create an
opportunity for each person to develop their emotional intelligence, thus enriching the
performance of the council and providing important intrapersonal and interpersonal
skills for the individuals.
Methods
Hypothesis
An experiment was conducted to see if participating in an emotional intelligence
staff development workshop would improve team dynamics of the midwestern multi-
campus community college Staff Council. The hypothesis was that emotional
intelligence awareness would be higher after the workshop than it had been previously,
and that being more emotionally aware would enable the council to interact more
effectively as a team.
Design
A quasi-experimental study measured the council’s level of emotional intelligence
awareness both before and after an emotional intelligence staff development workshop.
A survey was given prior to the workshop to establish a baseline of emotional
awareness. Four clusters of emotional intelligence were evaluated: self awareness,
self management, social awareness, and relationship management. The group was
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
14
asked to rate the level of importance of each competency, rate their own level of
competency from one to ten, and to rate the level of competency for someone in a direct
relationship. The dependent variable was the group’s level of emotional intelligence
awareness. A follow up survey using the same information was administered three
months after the emotional intelligence workshop to gauge if the group’s emotional
intelligence awareness was raised.
Participants
The College Staff Council participated in the experiment. The council
representatives consist of 17 classified staff from the four campuses and the
administrative site of a midwestern multi-campus community college. This group was
chosen because of their responsibility to interact effectively as a team and to represent
the college’s staff.
Because the CSC only had 17 members, this group may not be large enough to
provide adequate data.
Instrumentation
The Emotional Intelligence Star Profile survey was used to measure the
dependent variables. A baseline of emotional intelligence was established. The survey
consisted of 20 competencies in which the participants were requested to evaluate what
they considered the level of importance of the competencies. In addition, the
participants were asked to rate how frequently they exhibited the competency behaviors
as well as rate a person with whom they had a direct relationship. The survey arranged
the competencies in four clusters: Self Awareness, Self Management, Social
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
15
Awareness, and Relationship Management. A sample competency in the Self
Awareness Cluster was to rate the level of importance of exhibiting confidence.
Confidence: presents in an assured, forceful, impressive, and unhesitating manner.
The subject’s level of importance assigned to the confidence competency would rate
from one to three. A rating of one signified the competency was “a must,” two signified
“important,” and three signified “not necessary.” Additionally, the subject was asked to
rate on a one-to-ten level where he or she and a person with whom he or she had a
direct relationship measured with that competency. A rating of eight would indicate the
behavior was exhibited 80% of the time.
A second survey was conducted three months after the emotional intelligence
workshop. The same competencies were compared.
Procedure
Because the College Staff Council must work together to represent the staff and
make the best decisions for the group, they were chosen in an effort to increase team
dynamics through improving their emotional intelligence. The initial survey was
conducted prior to a staff development workshop facilitated by Dr. Sandra Massey,
Provost for one of the campuses. The survey and cover letter were distributed via e-
mail to the council. The participants were instructed to complete the survey and bring it
with them to the emotional intelligence workshop. Three months later, a second survey
with the same competencies and ratings was distributed via e-mail. In an effort to
compare the first survey responses with the second survey responses and retain
anonymity, the participants were instructed to write their mother’s initials in the upper
right-hand corner of their surveys. The surveys were compared and evaluated to see if
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
16
emotional intelligence awareness was increased. The survey instrument and cover
letters are included in the Appendix.
Data Analysis
Descriptive analysis. The research was done using a two-sample t test. A
whisker chart and histogram were created using WebSTATISTICA (StatSoft, Inc., 1997-
2007) to evaluate the data. Mean and standard deviation were calculated. An ANOVA
was conducted to evaluate the clusters.
Inferential analysis. Less or equal emotional intelligence after an emotional
intelligence workshop on team dynamics (Ho: µB?µA) was the null hypothesis. The
alternate hypothesis stated that there would be higher emotional intelligence after an
emotional intelligence workshop on team dynamics (Ha: µB
The benefits of becoming emotionally aware are managing intrapersonal and interpersonal relationships, increased productivity, better communication, and improved team dynamics.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
1
Abstract
Emotional Intelligence is comprised of self and social awareness. The four
clusters of emotional intelligence are self awareness, self management, social
awareness, and relationship management. A person possessing emotional intelligence
is able to manage self and relationships. The benefits of becoming emotionally aware
are managing intrapersonal and interpersonal relationships, increased productivity,
better communication, and improved team dynamics.
In an effort to determine the effects of an emotional intelligence workshop on a
midwestern multi-campus community college’s Staff Council, a quasi experiment was
conducted in which two surveys were administered to gauge the individual’s level of
emotional intelligence awareness before and after the workshop. The hypothesis was
that the emotional intelligence awareness would be raised after the workshop. It was
hoped the team’s dynamics would improve; however, this was not measured. The
research was conducted using a directional two-sample t analysis with a level of
significance of .05. The total group score was evaluated both before and after the
workshop. Although the data showed an increase in emotional intelligence awareness,
it was not significant.
It is recommended that additional emotional intelligence staff development be
offered to the College Staff Council, allowing them to build on the concepts that were
introduced with the initial staff development. Increased emotional intelligence will
benefit the individual, the department, the team, and the company.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
2
Statement of Purpose
The purpose of this project was to determine the effectiveness of emotional
intelligence staff development in improving team dynamics. The project involved
surveying members of a midwestern multi-campus community college Staff Council
prior to a session of emotional intelligence training and again after the training to
determine if there was an increase in individual emotional intelligence awareness that
would improve the team’s interaction.
The study was conducted from April 2008 through July 2008 with the cooperation
of the College Staff Council, a representative group of 17 classified staff from the four
campuses and an administrative site of a midwestern multi-campus community college.
Two surveys were conducted. The first survey determined the council members’
interaction within the team. The second survey determined the council members’
awareness of emotional intelligence and its effects on their team interaction. The results
of the two observations were compared and analyzed in an effort to raise individual
emotional intelligence awareness and improve team dynamics.
Organizational Context
In 1997, midwestern multi-campus community college’s classified staff organized
a council to provide representation and a voice for the staff. During the next ten years,
the College Staff Council (CSC) grew and matured into a respected, positive
organization that provided collaboration in various college endeavors and committees.
The CSC participated in bringing several benefits to the classified staff. Among those
benefits were an extra personal circumstance day; making it possible to use
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
3
compassionate leave for the loss of a grandchild; and using one day per fiscal year
performing community service.
Setting of problem. Midwestern multi-campus community college’s Staff Council
was comprised of 17 classified staff representing the staff on each of the four campuses
and administrative offices. One of the CSC’s 2007-2008 goals was to improve
communication. Improved team dynamics would be a direct result of improved
communication.
History of background. During the ten years of the CSC’s existence, the
members served on various college committees. As in most organizations, the synergy
produced by those committees was greatly affected by team dynamics. The team’s
interaction affected its accomplishments.
Scope of the problem. The research project focused on two surveys provided to
the CSC. The first survey was given prior to a staff development opportunity regarding
emotional intelligence (EI). The second survey was administered three months after the
emotional intelligence workshop was presented. An effort was made to increase the
quality of team performance by raising the individual member’s emotional intelligence
awareness. The theory was that by raising the individual’s emotional intelligence
awareness, each person would be able to improve team performance and apply EI to
other committees on which they served thus improving other team dynamics.
Significance of the Project
In addition to the 17 CSC members possessing slightly improved communication
skills as a result of the emotional intelligence seminar. Their understanding of
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
4
emotional intelligence allowed them to understand and manage their emotions and how
to interact in a positive manner with others in the group.
Definition of Terms
Emotional Intelligence: The characteristic of recognizing and managing emotions by the
individual and using the knowledge to manage relationships with others.
Executive Coaching: Training for administrators, many times conducted by consultants
to improve a company’s performance.
Synergy: Each part contributing to increase the effectiveness of the whole.
Team Dynamics: The interaction of individuals within a group.
Literature Review
A Holistic exploration of leadership development. What attributes does an
effective leader possess? According to von Krosigk, “Aligning body, mind and spirit,
acquiring emotional intelligence, an unshakable belief in their own intuition and
producing outcomes in the context of organisational abilities encompass the attributes
of leaders . . . “ (2006, p. 25). One of the most beneficial leadership traits would be the
understanding of emotional intelligence.
The author conducted a study in which ten anonymous leaders were interviewed
to determine the consistent traits of leaders. Among the qualities evident in the study
subjects, von Krosigk noted traits such as credibility, integrity, honesty and fair-
mindedness. Additionally, emotional intelligence was included as an important quality
for a leader to possess. “Inspiring others is an important task of a leader, and good
leaders are distinguished by their ability to inspire others . . .” (von Krosigk, 2006, p. 26).
The research indicated that in order to motivate others, a leader needed to understand
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
5
the team and what inspired them. In order to encourage and motivate, a good leader
needed to understand how to reach others. Being emotionally aware of what others
were feeling, allowed a leader to reach them and draw them into the project at hand
(von Krosigk, 2006, p. 26).
The study results were separated into three sections, “1) The complexity of
becoming a leader, 2) The complexity of being a leader, and 3) The effects of being a
leader” (von Krosigk, 2006, p. 27). While some leaders become prepared to lead by
circumstances, others are chosen during childhood and raised to be leaders. The
author noted six of the ten leaders in the research group, “ . . . came from humble roots,
rising far above the level of their origins” (von Krosigk, p. 28). This data indicated that
leaders were born from all social / economic levels. Each leader recognized and
developed potential in others. Inspiring and engaging others were also qualities
exhibited by effective leaders.
Von Krosigk noted the leaders in his study who were emotionally aware were
also aware of the world around them. “They demonstrated authenticity and displayed a
collaborative individualism. They also balanced business and community interests and
cared for outcomes as much as for peaceful process” (von Krosigk, 2006, p. 29). The
research indicated leaders were in tune with what was happening around them. They
understood the connection between business and the community.
Self-Leadership: A Process for Entrepreneurial Success. In their 2007 article,
authors D’Intino, Goldsby, Houghton, and Neck correlated the importance of emotional
intelligence with self-leadership. People with strong emotional intelligence awareness
exhibited self control (D’Intino, Goldsby, Houghton, and Neck, 2007, p. 105). According
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
6
to the research, three strategies were identified to increase one’s personal
effectiveness. They were 1) behavior-focused strategies, which allow a person to
become self aware and modify their own behavior; 2) natural reward strategies, which
allow a person to create or recognize pleasant aspects of a task so that it becomes
more enjoyable. In doing so, the person could reshape their perception into a more
positive one; and 3) constructive thought pattern strategies in which the individual
developed positive thinking into a habit (D’Intino, et al., 2007, p. 106).
The authors valued the four areas of emotional intelligence: self awareness, self
management, social awareness, and relationship management, believing a person
could control and develop their level of emotional intelligence by becoming aware of it,
paying attention to it, and training it. The research showed that emotional intelligence
and self leadership were closely tied together in that “ . . . emotional intelligence is the
ability to self regulate emotions while self leadership focuses on the self regulation of
thought processes and behaviors” (D’Intino, et al., 2007). According to the research,
controlling emotions and channeling them in a positive way can assist a person in
becoming a more effective leader.
The science of emotional Intelligence: Current consensus and controversies.
Authors Zeidner, Robert, and Matthews conducted a study of the science of emotional
intelligence and published their findings in 2008. They reported that the growing
interest in emotional intelligence was attributed to the role it played in improving
individual and social well-being. Emotional intelligence has been attributed to
influencing relationships, individual job performance, leadership, work teams,
communication, and reaching educational goals (Zeidner, Robert, and Matthews, 2008,
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
7
p. 71). The research indicated a person’s emotional awareness could influence his or
her success in personal and social relationships. Practicing emotional intelligence could
be an important life strategy.
Using emotional intelligence to develop executive leadership and team and
organizations. Executive coaching has become an effective tool in fine tuning
organizations. Blattner and Bacigalupo shared their case study results as they coached
the executive leadership team of an unnamed company (2007). Some of the skills
addressed were communication, task delegation, improving self and public image,
playing to strengths, and improving self awareness and self confidence.
Coaches can emphasize both personal empowerment and social
consensus, fostering an essential mindset for personal career and
organizational leadership. To accomplish this, many coaches are
currently applying emotional intelligence in their work with individuals and
organizations. (Blattner and Bacigalupo, 2007, p. 209)
Emotional intelligence has become an important mechanism for gauging team
dynamics. It is described as, “. . . the ability to recognize and understand emotions and
the skill to use this awareness to manage self and the relationships with others”
(Blattner and Bacigalupo, 2007, p. 209). The research indicated that by managing their
own emotions, leaders could positively influence those around them and navigate
through difficult situations to reach informed decisions. The four skills associated with
EI were, “ . . . self awareness, self management, social awareness, and relationship
management” (Blattner & Bacigalupo, 2007, p 209). These skills were directed both
inwardly and outwardly in managing self and relationships. By recognizing triggers that
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
8
derail communication, effective leaders could bypass controversial stall outs and keep
the dialog going until an acceptable decision had been reached.
Throughout the case, the authors were able to identify the leadership team’s
positive and negative dynamics and remove existing silos. The team began to
understand their own emotional intelligence and how if affected their behavior and the
team’s dynamics. By understanding themselves, they were able to begin understanding
each other and their place within the group.
Emotional intelligence: Instruction effects and sex differences in emotional
management abilities. In Freudenthaler, Neubauer, and Haller’s University of Graz,
Austria study on emotional intelligence, 155 undergraduate university students were
evaluated to gather information regarding their personality strengths and weaknesses in
regard to specific cognitive and emotional abilities (2008). The published findings noted
that two ANOVA effects were found related to sex. The first finding of significance was
that women outperformed men in interpersonal skills, and the second was that men
outperformed women in intrapersonal skills. These findings indicated that women
exhibited stronger skills in developing and managing relationships and men were better
able to control their own emotions (Freudenthaler, Neubauer, & Haller, 2008).
Leaders and their teams: Learning to improve performance with emotional
intelligence and using choice theory. In his article, Schoo explained that positive
leadership brought out “ . . . happy relationships, teamwork, learning, recognition, staff
retention, and health and wellbeing” (2008, p. 40) in the work environment. According
to Schoo (2008), emotionally intelligent leaders are able to tune into the emotions of
their workers and bring about positive outcomes. The four leadership styles associated
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
9
with creating an emotionally intelligent environment were visionary, coaching, affiliative,
and democratic. Visionary leadership moved the workers in a direction. Coaching
matched individual and organizational goals so that the employee could improve and
grow. Affiliative leadership created harmony, and democratic leadership built buy in and
commitment from the employee.
The research indicated that good leaders fostered a positive work environment
that encouraged people to perform well. The leader’s mood affected the environment,
and emotionally intelligent leaders motivated and inspired their workers (Schoo, 2008).
Developing emotional intelligence through workplace learning: Findings from a
case study in healthcare. Emotional Intelligence has gained credibility within human
resources management. In Clarke’s (1997) article, the author shared information
gained through a case study of healthcare professionals working in a hospice setting.
The value of the study was to determine if on-the-job experience was more effective
than classroom instruction in teaching the workers to develop emotional abilities.
According to Clarke, EI is defined as:
the ability to perceive accurately, appraise, and express emotion; the ability to
access and/or generate feelings when they facilitate thought; the ability to
understand emotion and emotional knowledge; and the ability to regulate
emotions to promote emotional and intellectual growth (Clarke, 2006, p. 448).
The case study was conducted by video taping a series of discussions with a
facilitator. These videos were then transcribed and examined for common discussion
threads. “Initial coding of the transcripts was based on classifying excerpts of
conversation into three themes looking at (1) the emotional content of the work involved,
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
10
(2) learning processes and (3) emotional skills, knowledge or abilities” (Clarke, 2006, p.
451). Significant findings indicated managing emotions was required to function in such
an environment. The caregivers used their emotions to provide compassionate care to
the patients, consideration in interacting with the families, and to provide and receive
support from the other healthcare professionals.
. . . healthcare workers were using emotional knowledge in order to
decide courses of action and how then to perform their caring role.
Associated with this ability was the ability to be able to read the emotional
signs in others especially at the locus of patient interactions. This implies
an emotional ability that is concerned with understanding and perceiving
the nature of emotional cues and content that comprise and take place
within interpersonal relationships (Clarke, 2006, p. 452).
Personality traits, emotional intelligence, and multiple happiness. A study was
conducted to determine if happiness is determined by external factors other than by
personality factors. While wealth, work, hobbies and relaxation affected happiness, the
way a person processed their emotions determined their level of happiness. The
authors concluded that a person’s personality was a greater influence on their
happiness than their wealth or social status (Furnham & Christoforou, 2007, p. 440).
The authors studied a correlation between happiness and emotional intelligence,
identifying 15 qualities. Among these qualities were the ability to adapt; perceive,
express, and regulate emotions; manage stress; behave assertively; convey empathy;
build relationships; and be sociable (Furnham & Christoforou, 2007). It is believed
people with high emotional intelligence were able to recognize and manage their
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
11
emotions and behavior. Additional findings indicated emotional intelligence was the
most significant indicator in determining happiness (Furnham & Christoforou).
The data confirmed that emotional intelligence was related to happiness. How a
person processed their environment and managed their intrapersonal and interpersonal
relationships affected their happiness.
Individuals with high trait EI are more flexible, aware of their own and
other peoples’ feelings, capable of communicating their feelings to others,
influencing other peoples’ feelings, and controlling their own emotions.
They are supposedly capable of withstanding pressure and regulating
stress, cheerful and satisfied with their lives, and confident and likely to
‘look on the bright side’ of life. No doubt it is the management of one’s
own and others’ emotions that is the really important component of EI that
relates to happiness (Furnham & Christoforou, 2007, p. 457).
The research indicated that those who had a positive attitude were able to
manage life’s challenges and maintain a level of happiness. Influencing their own
emotions and other people’s feelings contributed to their emotional wellness.
Deep-level composition variables as predictors of team performance: A meta-
analysis. Bell of DePaul University, conducted a study analyzing team dynamics and
what variables affected team performance.
According to the author, team composition research can be categorized
along three dimensions: (a) characteristics of team members (e.g., number of
team members, members’ abilities, demographics, personality traits), (b)
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
12
measurement of these characteristics, (c) and the analytical perspective used to
approach team composition (Bell, 2007, p 595).
According to the research, individual’s personalities affect the team and its
decisions by influencing patterns of thinking, feeling and acting. These factors affected
the team’s performance by their approach to task completion and how they interacted
with each other (Bell, 2007, p. 597). How a team interacted, its effectiveness or
ineffectiveness, depended on the individual personalities of the team’s members. The
qualities that were attributed to making positive impacts on teams were
conscientiousness, being agreeable, considerate, trusting, friendly, extraversion,
emotionally stable (secure, calm, steady), openness to experience, original, imaginative,
broadminded, and daring (Bell, 2007). A team could reach synergy if all members were
contributing. Working together in a positive, respectful manner would allow the team
members to express their views and contribute to the team’s outcome. Additionally, the
author hypothesized that emotional intelligence positively affected team performance
(Bell, 2007).
The author’s conclusion from the study was that, “Many of the team composition
variables showed promise as a means of increasing team performance” (Bell, 2007, p.
610). The research indicated being emotionally intelligent could improve a team’s
performance. Each person could contribute their strengths for the betterment of the
team. By recognizing a person’s own emotions and channeling them in a productive
manner, that individual could enhance the team’s dynamics.
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
13
Summary
The literature research indicated an individual’s emotional intelligence level could
affect his or her quality of life, satisfaction of relationships, happiness, and interaction
within a workgroup. By educating the individuals within a team to understand and utilize
their emotional intelligence, a more cohesive and productive workgroup would emerge.
Providing a staff development opportunity for the College Staff Council would create an
opportunity for each person to develop their emotional intelligence, thus enriching the
performance of the council and providing important intrapersonal and interpersonal
skills for the individuals.
Methods
Hypothesis
An experiment was conducted to see if participating in an emotional intelligence
staff development workshop would improve team dynamics of the midwestern multi-
campus community college Staff Council. The hypothesis was that emotional
intelligence awareness would be higher after the workshop than it had been previously,
and that being more emotionally aware would enable the council to interact more
effectively as a team.
Design
A quasi-experimental study measured the council’s level of emotional intelligence
awareness both before and after an emotional intelligence staff development workshop.
A survey was given prior to the workshop to establish a baseline of emotional
awareness. Four clusters of emotional intelligence were evaluated: self awareness,
self management, social awareness, and relationship management. The group was
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
14
asked to rate the level of importance of each competency, rate their own level of
competency from one to ten, and to rate the level of competency for someone in a direct
relationship. The dependent variable was the group’s level of emotional intelligence
awareness. A follow up survey using the same information was administered three
months after the emotional intelligence workshop to gauge if the group’s emotional
intelligence awareness was raised.
Participants
The College Staff Council participated in the experiment. The council
representatives consist of 17 classified staff from the four campuses and the
administrative site of a midwestern multi-campus community college. This group was
chosen because of their responsibility to interact effectively as a team and to represent
the college’s staff.
Because the CSC only had 17 members, this group may not be large enough to
provide adequate data.
Instrumentation
The Emotional Intelligence Star Profile survey was used to measure the
dependent variables. A baseline of emotional intelligence was established. The survey
consisted of 20 competencies in which the participants were requested to evaluate what
they considered the level of importance of the competencies. In addition, the
participants were asked to rate how frequently they exhibited the competency behaviors
as well as rate a person with whom they had a direct relationship. The survey arranged
the competencies in four clusters: Self Awareness, Self Management, Social
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
15
Awareness, and Relationship Management. A sample competency in the Self
Awareness Cluster was to rate the level of importance of exhibiting confidence.
Confidence: presents in an assured, forceful, impressive, and unhesitating manner.
The subject’s level of importance assigned to the confidence competency would rate
from one to three. A rating of one signified the competency was “a must,” two signified
“important,” and three signified “not necessary.” Additionally, the subject was asked to
rate on a one-to-ten level where he or she and a person with whom he or she had a
direct relationship measured with that competency. A rating of eight would indicate the
behavior was exhibited 80% of the time.
A second survey was conducted three months after the emotional intelligence
workshop. The same competencies were compared.
Procedure
Because the College Staff Council must work together to represent the staff and
make the best decisions for the group, they were chosen in an effort to increase team
dynamics through improving their emotional intelligence. The initial survey was
conducted prior to a staff development workshop facilitated by Dr. Sandra Massey,
Provost for one of the campuses. The survey and cover letter were distributed via e-
mail to the council. The participants were instructed to complete the survey and bring it
with them to the emotional intelligence workshop. Three months later, a second survey
with the same competencies and ratings was distributed via e-mail. In an effort to
compare the first survey responses with the second survey responses and retain
anonymity, the participants were instructed to write their mother’s initials in the upper
right-hand corner of their surveys. The surveys were compared and evaluated to see if
Emotional Intelligence and Team Dynamics: Sally Mondragon
Innovation and Empowerment: SNU-Tulsa Research Journal, Volume 1, Issue 1
16
emotional intelligence awareness was increased. The survey instrument and cover
letters are included in the Appendix.
Data Analysis
Descriptive analysis. The research was done using a two-sample t test. A
whisker chart and histogram were created using WebSTATISTICA (StatSoft, Inc., 1997-
2007) to evaluate the data. Mean and standard deviation were calculated. An ANOVA
was conducted to evaluate the clusters.
Inferential analysis. Less or equal emotional intelligence after an emotional
intelligence workshop on team dynamics (Ho: µB?µA) was the null hypothesis. The
alternate hypothesis stated that there would be higher emotional intelligence after an
emotional intelligence workshop on team dynamics (Ha: µB