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Emotional intelligence training: a case of caveat emptor

Emotional intelligence training: a case of caveat emptor
Emotional intelligence training: a case of caveat emptor
Training programs purporting to develop emotional intelligence (EI) are widely available, yet to date few empirical studies have appeared in the literature providing support that training results in demonstrable changes to EI, and more significantly whether these changes can then be traced to more positive individual or organizational outcomes. This article questions the usefulness of personality and/or mixed model conceptualizations of EI that underpin many training programs as offering nothing new beyond our existing understanding of the importance of soft-skills training in the work-place. Instead it is argued that research should be directed at better understanding how emotional abilities associated with the ability model of EI might be targeted by human resource development practitioners in organizations. In this respect, a rationale is posited as to why workplace learning methods may potentially offer some success in this area.
emotional intelligence, training, workplace learning
1534-4843
442-441
Clarke, Nicholas
f5976c15-863e-4a80-917c-ba75699d951a
Clarke, Nicholas
f5976c15-863e-4a80-917c-ba75699d951a

Clarke, Nicholas (2006) Emotional intelligence training: a case of caveat emptor. Human Resource Development Review, 5 (4), 442-441. (doi:10.1177/1534484306293844).

Record type: Article

Abstract

Training programs purporting to develop emotional intelligence (EI) are widely available, yet to date few empirical studies have appeared in the literature providing support that training results in demonstrable changes to EI, and more significantly whether these changes can then be traced to more positive individual or organizational outcomes. This article questions the usefulness of personality and/or mixed model conceptualizations of EI that underpin many training programs as offering nothing new beyond our existing understanding of the importance of soft-skills training in the work-place. Instead it is argued that research should be directed at better understanding how emotional abilities associated with the ability model of EI might be targeted by human resource development practitioners in organizations. In this respect, a rationale is posited as to why workplace learning methods may potentially offer some success in this area.

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Published date: 2006
Keywords: emotional intelligence, training, workplace learning

Identifiers

Local EPrints ID: 42553
URI: http://eprints.soton.ac.uk/id/eprint/42553
ISSN: 1534-4843
PURE UUID: b21db2c4-1bbe-4a58-a2a3-4ec730d986f6

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Date deposited: 14 Dec 2006
Last modified: 15 Mar 2024 08:49

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Author: Nicholas Clarke

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