How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis

Introduction: Emotional intelligence and job satisfaction are of particular importance in the workplace environment, The aim of this research is to investigate, the impact of emotional intelligence training on job satisfaction in an education firm located in the United Arab Emirates (UAE). The results can help organizations realize human capabilities and the way to improve them by providing more attention to the human aspect. Purpose: The purpose of the research is to investigate the relationship between Emotional Intelligence Training and job satisfaction. Design/Methodology/Approach: Mixed methods case study was done on fifty employees from one single company, who were selected based on their low Job satisfaction rate according to the yearly satisfaction questionnaire done by their company. All fifty employees attended Emotional Intelligence training for five days with a total of forty training hours. After three months of completing the training, the employees undergo a satisfaction survey to assess the impact of the training. Analyses were done using SPSS to examine the correlation and the impact of Emotional Intelligence (EI) Training and Job Satisfaction (JS). Finding: Emotional Intelligence Training Positively Impacts the Job Satisfaction (JS). Practical Implications: Emotional Intelligence training will be beneficial to be utilized by the company and human resource management team to foster employees’ EI which will increase job satisfaction.

The purpose of this study was to investigate the effect of emotional intelligence (EI) training and development on the EI profile scores of individual cricketers. 24 players attending the South African National Cricket Academy were randomised to an intervention group (EI training and development intervention program) or control group (no intervention). The experimental design was executed in 2007 and 2008 with different cohorts of players. The EI of the players was measured pre and post intervention using the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). In 2007 the baseline Total EI score for the intervention group was 84.9 and the post intervention Total EI score was 96.6, giving a relative increase of 13.7%. By comparison, the baseline Total EI score for the control group was 81.8 and post intervention the Total EI score was 83.4, giving a relative increase of 2%. In 2008 the baseline Total EI score for the intervention group was 89.4 and the post intervention Total EI score was 101.7, giving a relative increase of 13.8%. By comparison, the baseline Total EI score for the control group was 87.4 and the post intervention Total EI score was 84.8, a relative decrease of 3.1%. The estimated intervention effect for the percentage change in Total EI score over both years is 14.5% (95% CI: 11.9 to 17.2%) and is significant, indicating EI training and development may contribute to increasing the EI profile of individual cricketers.

Introduction: While working with various educational institutes and being a trusty of family school, researcher had to deal with all the issues related with Teachers’ training, recruitment, and teaching learning processes. Researcher was also teaching in the renowned college at Mumbai, and after that, working as Psychological and Emotional Intelligence consultant at a very big Educational Organization in Mumbai. Researcher got an opportunity to have a dialogue with various principals and management trusties and educationists and the people working in human resource departments of Educational Institutes. She found that all are agreed with the fact that all the teachers are Intelligent and some of them are Brilliant to bring the subject to students, given them to teach. But they also mentioned that, the most of the times the whole teaching learning process is becoming very stressful and that is transferred to students as well. Some teachers are trying very hard to make it interesting but that is not enough. That motivated the researcher to discover what must be there beneath the whole process. At the same time, she also had to deal with many cases of the teachers who have come to her to resolve their issues and she found that it’s not their Intelligence but it’s their emotions intervening in the process, they are intelligent but most of them don’t know how to deal with their emotions in their personal life, at work or at social level that is somewhere interfering in the process. So the aim of the research is to find out their Emotional Intelligence levels and also then after training in Emotional Intelligence, with post assessments, finding out whether there is any significant change. Objective: While working on the Ph.D. thesis, one of the aims of the researcher is to discover, “The impact of the systematic training in emotional intelligence on the overall competencies of emotional intelligence levels of teachers.”Methodology: To understand the impact on teachers, the “Social Emotional Intelligence Assessment” was conducted for secondary school teachers teaching in two CBSE (Central Board of School Education) Schools in the periphery of Nasik District, Maharashtra, India. Research was conducted for the teachers of both the schools. Training in Emotional Intelligence was conducted for the teachers of one school, where as teachers of other school were gaining EQ with the knowledge they had and the knowledge they acquired with the reports of their assessments provided to them. The training modules involved emotional intelligence skills such as, empathy, how the teacher can live with a purpose, navigating emotions and recognizing patterns. All the modules were uniquely designed and developed by the Researcher herself. Findings: The teachers who participated in the training programs showed almost 14% rise in various competencies of Emotional Intelligence. Research Outcomes: The teachers mentioned that the whole process is changing and bringing a lot of positivity, hope and ease and interest among classrooms, students and in their lives as well. Their life is changing at all levels as at personal level, at work, Social and family level.Future Scope: This research has been conducted in two C.B.S.E schools; in future it can be conducted in many other syllabus also for working staff in the organizations, or in the states other than Maharashtra.

PurposeThe purpose of this study is to empirically test whether it is possible to deliberately develop emotional intelligence (EI) as conceptualized in the Mayer and Salovey model.Design/methodology/approachThis empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design in which treatment group participants underwent an intensive 11‐week EI training program. Additional samples of 270 and 130 fully employed business students were utilized to develop an EI measure appropriate for EI development.FindingsThe results indicate that EI can be deliberately developed; the treatment group demonstrated statistically significant overall EI gains and across each EI dimension, while the control group did not show any significant pre‐/post‐test differences.Practical implicationsIn addition to illustrating EI training best practices, a new EI measure is described that is appropriate for leadership development.Research limitations/implicationsResearch implications are discussed for the role of EI training in leadership development programs and fertile research directions for EI training.Originality/valueEmotional intelligence training has emerged into a popular and lucrative field, but empirical evidence on the deliberate development of EI has been substantially more elusive. This study provides an empirical EI training study that overcomes the conceptual and methodological limitations of extant research on the EI development process.

The aim of this chapter is twofold: first, to introduce the reader to the role of emotional intelligence (EI) in sports and physical activity, and second, to have an intervention focus achieved through applied activities that enable the development of different dimensions of EI. The chapter begins with an introduction to the theory that underpins EI in sports – the tripartite model comprising knowledge, ability, and trait levels. Subsequently, measurement issues are addressed in regard to instruments measuring the ability and trait aspects of EI. In continuation, the role of EI is discussed within the sport performance domain, specifically in athletes, coaches, and officials, as well as its role in physical activity. Finally, an applied perspective of EI training in sport performance is presented, along with EI training through sports and physical activity. Thirteen EI training activities are suggested that are based on the tripartite model and target the five main dimensions of EI: identifying, expressing, understanding, regulating, and using emotions. Such activities aim to contribute to the dissemination of EI training at school, which may have an important further impact on performance, society, and health policies.

Objective. Borderline personality disorder (BPD) is defined as a pervasive pattern of instability in emotion, mood and interpersonal relationships, with a comorbidity between PBD and depressive disorders (DD). A key competence for successful management of interpersonal relationships is emotional intelligence (EI). Given the low EI of patients suffering from BPD, the present study aimed at investigating the effect on both emotional intelligence and depression of training emotional intelligence in patients with BPD and DD. Methods. A total of 30 inpatients with BPD and DD (53% females; mean age 24.20 years) took part in the study. Patients were randomly assigned either to the treatment or to the control group. Pre- and post-testing 4 weeks later involved experts’ rating of depressive disorder and self-reported EI. The treatment group received 12 sessions of training in components of emotional intelligence. Results. Relative to the control group, EI increased significantly in the treatment group over time. Depressive symptoms decreased significantly over time in both groups, though improvement was greater in the treatment than the control group. Conclusion. For inpatients suffering from BPD and DD, regular skill training in EI can be successfully implemented and leads to improvements both in EI and depression. Results suggest an additive effect of EI training on both EI and depressive symptoms.

IntroductionMental Health (MH) in the workplace profoundly influences employee well-being. Burnout, Emotional Exhaustion (EE), depersonalization and diminished personal accomplishment are prevaling concerns among healthcare professionals. Left unchecked these facets can impinge on professionals’ MH and productivity.ObjectivesThis study explores the relationship between Emotional Intelligence (EI) and burnout among staff at Mount Carmel Hospital by assessing the degree of EE, depersonalisation and personal accomplishment before and after the EI training.Methods121 participants from four hospital wards were recruited. An anonymized questionnaire assessed EI, burnout and demographics including the Schutte Self Report EI Test and the Maslach Burnout Inventory. EI training was provided by professionals from within the hospital service. Post-training measures were reassessed to determine the training’s impact on improving the constructs of occupational burnout.ResultsGender analysis revealed higher EI scores among females (125.4±11.2) compared to males (117.0±13.9, p=0.026). EE was significantly higher among Maltese staff (20.4±8.3) compared to EU (17.2±4.8) and third-country nationals (12.3±4.9, p=0.027). Longer ward tenure (11-25 years) correlated with higher EE (32.7±6.8) compared to <1 year (16.6±8.1) or 1-5 years (17.6±5.7, p=0.0087). Negative correlations between EI and depersonalization (r=-0.32, p<0.01) emerged, indicating higher EI is associated with lower levels of depersonalization. A significant positive correlation between EI and personal achievement (r=0.54, p<0.01) suggested that higher EI is associated with higher levels of personal achievement. No correlation was found between EI and EE. Phase two revealed a significant difference in post-training EI. Other measures showed no significance; suggesting that other corporate fundational aspects impinge on employee MH.The findings have important implications for MH professionals and organisations. The correlation between EI and burnout highlights the importance of promoting EI. Specific correlations need further testing, as the higher degree of EE in participants with higher scores of EI effects training development. Training programs focusing on EI should be incorporated into continous professional development. Significant variations in EE were observed among participants from different nationalities and those with varying years of experience in the ward; underscoring the importance of tailored interventions enhancing EI and mitigating burnout.ConclusionsThis study provides evidence for the correlation between EI and constructs of burnout among staff at Mount Carmel Hospital. Further corporational functional aspects potentially impact employees’ professionals outlook, perception and MH. Training programs aimed at enhancing EI can be used to reduce and mitigate burnout levels while improving well-being in the workplace.Disclosure of InterestNone Declared

Emotional Intelligence (EI) is a skillset that influences and impacts an individual's ability to create, foster, and maintain strong relationships. In healthcare settings optimal patient centered care exists when teamwork, critical thinking, selfless service, integrity, and emotional intelligence are effectively practiced. While various methods exist to teach EI in the preprofessional and professional settings, the assessment of the efficacy of these types of training remains elusive. We propose a novel use of EI assessments to determine the effectiveness of EI programs and suggest that the information obtained can help shape and improve future EI education. Volunteer participants involved in the 2020-2021 Feagin Leadership Program (FLP) at Duke University were recruited for this study. FLP is a one year program that aims to train healthcare leadership skills, with a special emphasis on EI. It is comprised of various stages of healthcare learners with a desire to improve their healthcare leadership skills. All participants took both an EI self-assessment (SSEIT) and EI ability assessment (MSCEIT) both before and after a dedicated 5-hour EI educational session. Individuals must have completed both a pre- and post-test for at least one assessment to be included in the study. Apart from standard descriptive statistics, Wilcoxon sign rank tests were utilized to determine the effectiveness of the educational session by comparing pre- and post-tests within each assessment. A Spearman's rank correlation coefficient was used to compare the results of the SSEIT and MSCEIT. A total of 32 FLP scholars initially participated in which 18 completed all assessments. Average age was 29 years old and consisted of medical students (n = 16), residents (n = 7), fellows (n = 7), advanced practice provider (n = 1) and a researcher (n = 1). Group analysis of the SSEIT pre and post scores were 131 (±13, range 98-149) and 136(± 13, 106-105), respectively which were statistically significant. Pre and post MSCEIT scores were 102 (±20, range 32-141) and 103 (±12, range 80-121), which were not significant. The EI branches with the highest score on each test was Managing Own Emotions and Understanding Emotions for the SSEIT and MSCEIT respectively while Perceiving Emotions was the lowest for both assessments. Comparison of the SSEIT and MSCEIT demonstrated a moderate correlation that was statistically significant. In our study participants felt their EI improved following the EI educational session, however this did not appear translate into their actual ability. This could be a function of self-report bias or a limitation of the EI assessments. More studies in this space are needed to make this determination. Additionally, the strengths of this specific program were within the strategic use of emotions therefore in the future more attention should be placed on experiential use of emotions, specifically perceiving emotions. As EI education and training becomes more prevalent it is important to not only accurately assess an individual's EI ability but also the effectiveness of the education being presented. We propose that EI assessments can be utilized as a tool to measure the effectiveness of EI education and receive formative programmatic feedback.

Emotional Intelligence (EI) has emerged as a critical factor in teaching effectiveness and professional growth. This review explores how EI skills enhance the performance and development of newly appointed university lecturers, focusing on Henan Province, China, in comparison with global contexts. A systematic search of recent studies (2022–2025) was conducted on EI in higher education teaching, novice teacher development, and regional practices. The synthesis of findings from over 25 sources—emphasizing works by leading scholars—indicates that across diverse settings, high EI in educators is consistently linked to better teaching performance, effective classroom management, and improved student outcomes. In Henan, emerging studies show significant positive correlations between lecturers’ EI and job performance, and EI training is increasingly recommended in faculty induction programs. Novice teachers with higher EI demonstrate greater teaching enthusiasm, stronger professional identity, and resilience, partly due to experiencing more positive emotions at work. Global research mirrors these trends: for example, emotionally intelligent teachers in the UAE achieved higher student success, prompting calls to recruit and train educators in EI competencies. EI also fosters innovative teaching practices by boosting instructors’ psychological empowerment and commitment. Overall, the evidence indicates that EI skills substantially benefit novice university lecturers by improving their instructional effectiveness, adaptability, and well-being. Henan-based lecturers face unique cultural and resource challenges but exhibit similar gains from EI as their global peers. Strengthening EI through targeted professional development is a strategic avenue to enhance teaching quality and support lecturer development worldwide. These findings underscore the importance of integrating EI competencies into faculty training programs to better prepare new lecturers for success.

Higher levels of emotional intelligence have been associated with better inter and intrapersonal functioning. In the present study, 59 healthy men and women were randomized into either a three-week online training program targeted to improve emotional intelligence (n = 29), or a placebo control training program targeted to improve awareness of nonemotional aspects of the environment (n = 30). Compared to placebo, participants in the emotional intelligence training group showed increased performance on the total emotional intelligence score of the Mayer-Salovey-Caruso Emotional Intelligence Test, a performance measure of emotional intelligence, as well as subscales of perceiving emotions and facilitating thought. Moreover, after emotional intelligence training, but not after placebo training, individuals displayed the ability to arrive at optimal performance faster (i.e., they showed a faster learning rate) during an emotion-guided decision-making task (i.e., the Iowa Gambling Task). More specifically, although both groups showed similar performance at the start of the Iowa Gambling Task from pre- to posttraining, the participants in the emotional intelligence training group learned to choose more advantageous than disadvantageous decks than those in the placebo training group by the time they reached the "hunch" period of the task (i.e., the point in the task when implicit task learning is thought to have occurred). Greater total improvements in performance on the Iowa Gambling Task from pre- to posttraining in the emotional intelligence training group were also positively correlated with pre- to posttraining changes in Mayer-Salovey-Caruso Emotional Intelligence Test scores, in particular with changes in the ability to perceive emotions. The present study provides preliminary evidence that emotional intelligence can be trained with the help of an online training program targeted at adults; it also suggests that changes in emotional intelligence, as a result of such a program, can lead to improved emotion-guided decision-making.

Context: Research on emotional intelligence (EI) shows this concept's decades-long positive influence on well-being, self-efficacy, employability, and academic and professional achievement. Indeed, several studies have demonstrated that students with high EI have better grades and quality of life, as well as are more employable than students with low EI. By considering the two conceptualizations of EI as either an ability or personality trait, the present study investigates EI's influence on training achievement in initial vocational education and training (IVET). We posited that the two types of EI positively influence training achievement in a complementary way: Ability EI relates to achievement in theoretical training, while trait EI relates to achievement in practical training. Furthermore, these links are mediated by apprentices' engagement at school and in learning. Method: To test our hypotheses, 92 dual IVET health and social care apprentices in their last year of vocational school completed an online survey composed of validated scales measuring EI as an ability, EI as a personality trait, personality traits, and school engagement. The apprentices' grades were also obtained with their permission. Results: The findings confirmed our hypotheses and reflected EI's positive influence on training achievement. We observed that participants with high EI (as an ability and personality trait) obtained better grades than participants with lower EI. Moreover, our results showed that ability EI has a direct influence on achievement in theoretical health and social care training, while the link between trait EI and practical training is indirect and mediated by engagement in learning. Conclusion: The present study confirms EI's positive influence on school achievement in the VET context and further corroborates the important role that EI can play in dual IVET apprentices' achievement, particularly in the health and social sectors. This original study contributes to research on the VET system by placing EI among the skills necessary to ensure professional success.

Context: Nurses play a pivotal role in patient care and at the same time, face stressful situations due to workload, so the need of the hour is to create awareness about emotional intelligence (EI) among nurses to tide over such situations. Aims: This study aimed (1) to measure baseline levels of EI in the control and intervention group of staff nurses, (2) to find the association between the sociodemographic factors and EI, (3) to give EI training skills program to the experimental group, (4) to measure any enhancement in EI Skills after the intervention, and (4) to assess any improvement in work performance (WP) after EI intervention. Settings and Design: An experimental study was conducted among nurses working in GMERS Hospital, Patan, who were working in critical care units and general hospital wards. Materials and Methods: One-third of nurses from each of the two blocks were taken (convenience sampling) from the two blocks (critical care units and general units), i.e., 24 and 42 nurses, respectively, and allocated into experimental and control groups, respectively. Questionnaire containing questions related to sociodemographic variables, the Schutte Self-Report EI test, and WP survey questionnaire by the University of Michigan Health System were used. Statistical Analysis Used: Quantitative data were summarized using means and standard deviation. The data were assessed for normality and suitable tests such as t-test and paired t-test were used. Results: A significant enhancement in mean EI score i.e 145.16±5.938 after intervention from base mean EI score of 132.42±4.21 was noticed. Furthermore, the job performance showed a statistically significant improvement after EI Intervention. None of the sociodemographic variables showed a statistically significant association with the EI scores of intervention group. Conclusions: The Study highlights the importance of EI Training among Staff nurses as an essential part of their training program, to cope up with stress level in their day to day life and this training also has a positive impact on their Job performance thereby enhancing the quality of patient care.

BackgroundUS physicians are experiencing burnout in alarming numbers. However, doctors with high levels of emotional intelligence (EI) may be immune to burnout, as they possess coping strategies which make them more resilient and better at managing stress. Educating physicians in EI may help prevent burnout and optimize their overall wellness. The purpose of our study was to determine if educational intervention increases the overall EI level of residents; specifically, their stress management and wellness scores.Participant and methodsResidents from pediatrics and med-ped residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) before and after an educational intervention. The four-hour educational workshop focused on developing four EI skills: self-awareness; self-management; social awareness; and social skills. We compared de-identified median score reports for the residents as a cohort before and after the intervention.ResultsThirty-one residents (20 pediatric and 11 med-ped residents) completed the EI survey at both time intervals and were included in the analysis of results. We saw a significant increase in total EI median scores before and after educational intervention (110 vs 114, P=0.004). The stress management composite median score significantly increased (105 vs 111, P<0.001). The resident’s overall wellness score also improved significantly (104 vs 111, P=0.003).ConclusionsAs a group, our pediatric and med-peds residents had a significant increase in total EI and several other components of EI following an educational intervention. Teaching EI skills related to the areas of self-awareness, self-management, social awareness, and social skill may improve stress management skills, promote wellness, and prevent burnout in resident physicians.

The feasibility of training and development of EI: An exploratory study in Singapore, Hong Kong and Taiwan

This research focuses on the Transitions in the Health Care Systems in Times of Uncertainty–Exploring views by Experts through Mindfulness and Emotional Intelligence in Bangkok, Thailand. Gratitude to all the experts who were part of this research, making the study interesting and sharing real life experiences and views. The awareness of Emotional Intelligence and changes in the Health industry in Thailand shared by Dr. Davin Narula, Mrs. Rasee Govindani, Ms. Anette Pollner, and Dr. Anand Sachamuneewongse has given a valuable insight about quality health services, well-being, experience, and expressing possible changes and integration of services in the health industry. Aim: The objectives of this research were whether the regular practice of Guided Mindful Meditation/training could improve patients’ emotional intelligence. To distinguish the effect of pressure from the internal and external environment of health system in Bangkok. To evaluate the differences of between practitioners, experts, and doctors on various practices and handling transitions in the Health Care systems in Times of Uncertainty. To bring awareness on valuable techniques and resources for practitioners, doctors, and patients to creating Balance and practicing Mindfulness in their daily life. To analyze the shared experience of Mindfulness performed by the four experts in this research. Methods: All four experts fulfilled the questions and answered all questionnaires of Philadelphia Mindfulness Scale (PHLMS), Emotional Intelligence (DERS) questionnaire, & the Global Health PROMIS 10. Face to face audio interview was conducted the insightful sharing on various aspects of uncertainty, transitions, mindfulness, and emotional intelligence was expressed. Results: The challenges in the health industry with having less doctors and advance equipment in the public sector were acknowledged by Dr. Anand and Ms. Anette. Dr. Davin addressed about NLP and how neuro programming and mindfulness programmes can be utilized in medical training, educating patients through awareness, and in daily practice of one’s life. Dr. Davin, Mrs. Rasee, Ms. Anette, and Dr. Anand were aware of their emotional intelligence in terms of thoughts, environment, mood, and there are situations that may bring some difficulties to deal with the internal state, however, they tend to find a suitable approach to deal with it. Dr. Anand did not usually focus on emotional intelligence and mindfulness approaches and this research guided him to reflect on several aspects that relate to him and his work in a deeper perspective. Mrs. Rasee & Ms. Anette stressed on integration of alternative/complementary healing/therapies with hospitals and having counselors on call to provide emotional and moral support to patients and people working in the hospitals in both provide and public hospitals. Conclusion: There is a need to bring awareness in acknowledging emotional intelligence, mindfulness, and integration of balance through neuro programming that can enhance people from the health industry. Emotional intelligence should be taught at schools for children to acknowledge how the feel and speak about it. Further research encourages to be explored in rural areas and other clinics and hospitals on emotional intelligence and mindfulness training. Future studies can apply mindfulness training approaches on doctors and staff at the hospitals to test the efficacy of before and after practicing the mindfulness programme. It will be efficient to check the brain waves of before and after the practice of mindfulness training to check progress.