SELF-EFFICACY AND EMOTIONAL

INTELLIGENCE INFLUENCE TEAM

COHESION TO ENHANCE TEAM
PERFORMANCE

CLEMENT.K.P
SHIVANI. J
ABSTRACT:
The purpose of this study is to observe the effect of emotional
intelligence of team members in the company, as calculated by
the average of all team members, individual inspirational
intelligence measurements in individuals and the team, team
unity, and the effect of team members' perceptions of themselves
on the relationship between emotional intelligence and team
cohesion. Finally, specific rewards were examined to evaluate
team performance.
Keywords: emotional intelligence, team members, team
cohesion, team performance

INTRODUCTION:
Nowadays, the industry has shifted to a focus on team spirit
rather than individual efforts, and research on team performance
for work completion has increased. Team cohesion has been
shown in the literature on team effectiveness to have a positive
and powerful effect on team performance and processes. The
most critical factor in best group performance is team cohesion.
This allows for faster, more substantial agreement and loyalty to
corporate goals, smoother team functioning, and increased team
satisfaction.
Strong cohesion among team members, in particular, improves
communication, resulting in greater participation in the task.
Because the effect of team cohesion on team performance is the
primary focus and contribution of this study, the impact of team
cohesion on team performance is the primary focus and
contribution of this study.
This study observed team members' interactions as they managed
a company in business quicken. It included an assessment of the
emotional intelligence of team members.
The ability to manage one's emotions and those of others while
rating how this affects team cohesion. Emotional intelligence is
linked to the social skills required for teamwork. Emotional
intelligence was initially intended to develop a thought on an
individual level. Academics have investigated collective
emotional intelligence as the role of emotional intelligence in
group performance has been highlighted (CEI). Many studies
have examined CEI's impact on team effectiveness, including
team cohesion, team learning, and interpersonal process
effectiveness. This study investigates the effect of team
emotional intelligence on self-efficacy and team cohesion.
REVIEW OF LITERATURE:
Hogg and Hains (1996), Team cohesion is frequently defined as
the level of attraction of team members to the team and the desire
for members to stay in the group. This motivates them as well as
the other team members.
Carron & Brawley, 2000) (Researchers discovered a strong link
between team cohesion and group performance. The effect of
team cohesion on a team or strong performance has been studied
in various group settings. The literature on higher management
teams (TMT) examined team cohesion, or the factors that lead to
cohesion, at the highest levels of the organization, as well as the
effect team cohesion, had on firm performance. TMT literature
on traditional team structures, such as sports, lab experiments,
and teamwork, investigated the effect of team cohesion on group
performance.
According to Goleman (1995), emotional intelligence
comprises five characteristics: self-control, self-awareness,
motivation, social skill, and experience. Goleman's work helped
to popularize emotional intelligence among researchers and
practitioners. Later, Mayer and Salovey (1997) refined the
concept of emotional intelligence and discussed four sub-
concepts of emotional intelligence:
 Reflective emotion regulation to promote emotional and
intellectual growth;
  Understanding and analyzing emotions, as well as
applying emotional knowledge
 Dynamic thinking facilitation; and
 emotion perception, appraisal, and expression
Bandura (1991) considers self-monitoring one's behavior, its
determinants, and its effects. Self-regulation is a social cognitive
theory that states that the human way of acting is motivated and
regulated by self-awareness. When a behavior produces
satisfying results, it is more likely to be repeated. Emotional
intelligence entails the self-movement of emotions, which can
then be used to modify the feelings of others. Highly emotionally
intelligent team players can drive group performance to more
significant achievements through improved and more tuneful
team processes and associations by implementing emotional
regulation and influencing the emotions of workmates and fellow
team members. Because of their accomplishments and finely
honed people skills, highly emotionally intelligent employees
advance faster and further within organizations. Emotional
intelligence is inextricably linked to the social skills required for
teamwork. People with emotional intelligence are better able to
manage relationships, build
Networks and develop common ground and rapport. Similarly, it
has been argued that emotional intelligence benefits groups.
Yoon and Kayes (2016) The relationship between self-efficacy
and team cohesion has not been extensively researched.
However, if self-efficacy is viewed as a precursor of team
cohesion, the effect of self-efficacy on team cohesion can be
explained. Suppose team members are self-confident and believe
in their ability to solve problems and meet challenges. In that
case, they will take a more positive and bold approach to team
objectives, resulting in greater team unity. Individual learning on
teams, personal energy, and team performance have all been
linked to a positive effect on team self-efficacy.
Bandura's (1991) Social cognitive theory suggests that human
behavior is regulated by continued self- and self-influence. Self-
efficacy, in this theory, plays an important role, as it significantly
impacts the emotions, thoughts, and actions involved in self-
influence. This study examines the effects of self-efficacy on the
relationship between emotional intelligence (self-influence and
regulation) and team cohesion. By providing some insight into
this relationship, this study identifies important traits for
managers to identify in team members when building a high-
performance team.
Berkowitz (1954) discussed that a strong team cohesiveness hurt
organizational performance when the goal of the team was
conflicted with the purpose of the organization and found that
group cohesion and team performance shared an inverse "U"-
shaped relationship, not strictly a positive one as previously
posited, which implied that either too little or too much team
cohesion deteriorated team performance. Anecdotally, the
researchers for this study also saw this effect, particularly low
performing but high cohesion teams, when the social aspect of
the group became more important than the objective of managing
a company for competitive advantage in a simulated market.
Even so, for this study, where team and firm objectives are
aligned, with strong team cohesion, team members are more
likely to participate and work together in the team task resulting
in better team performance.
Wood and Bandura (1989) Self-efficacy can also be described
by social cognitive theory as self-regulation of capability. Per the
social cognitive theory, people can develop self-efficacy by
observing
models of colleagues achieving significant objectives, as well as
having a broad range of past successful attempts at achieving
challenging goals. People with high levels of self- efficacy tend
to be confident in their abilities to succeed at challenging tasks,
as they have experienced themselves, and by observing others, of
achieving significant goals. Nurturing of self-efficacy can be
enabled through enduring a series of experiences of successfully
overcoming significant challenges, observing others achieving
considerable successes, receiving realistic encouragement, and
maintaining good physical and emotional conditions.
Sullivan and Feltz (2011) Shared knowledge, or team learning
plays a critical role in developing team cohesion. Team learning
or shared knowledge can promote a common understanding of
crucial information about teamwork, such as the objectives, how
the task should be done and who should complete which tasks.
Such knowledge sharing will help team members do their jobs
more unified, contributing to the development of team cohesion.
Individual proactivity is a motivational activity where members
willfully contribute to accomplishing a team's objectivity.
Demonstrating individual proactivity may signal a member's
commitment to the team's goals. Several studies have found that
the team members proactive behavior helped to foster team
cohesion.

Kinicki and Fugate (2014) Emotional intelligence is an

essential factor contributing to the formation of beliefs of self-
efficacy. Both self-awareness and regulation of emotions are
critical to self-efficacy development. Individuals with higher
self-awareness and greater control of their feelings will likely
develop increased self-efficacy. Emotional intelligence facilitates
the self-efficacy of individuals by controlling adverse effects
when individuals attempt to do new tasks, demonstrating more
commitment to the study of achieving goals. In the context of
groups, self-efficacy can be promoted by proper support or
encouragement from a supervisor or colleagues. Also, a highly
emotionally intelligent person is likely to exhibit self-efficacy
and help other team members develop self-efficacy by
encouraging and supporting them. When there is high self-
efficacy, team members demonstrate conflict management skills,
individual proactivity, shared knowledge, and team learning and
improved team performance, which in turn will result in
increased team cohesion

CONCEPTUAL FRAMEWORK:

RESEARCH METHODOLOGY
The methodology of this research was quasi-
experimental. Fifty-two employees from a medium-sized
company in Chennai participated in the experiment. The
participants in the investigation played business
gameplay. The variables of emotional intelligence, self-
efficacy, and team cohesion were measured using a
survey questionnaire after the final round of type game,
and teamwork and involvement data were gathered from
the business style game. The present study recorded and
analyzed qualitative data comments on other group
members' contributions to the group project to
supplement the quantitative data.
RESEARCH OBJECTIVES
The main objective is to influence emotional intelligence
on team cohesion and moderate the effect of self-
efficacy and trust: time lag of approach.

 The purpose of this study is to investigate the

effect of team emotional intelligence
empirically, as determined by the overall
mean of all teammates' independent
emotional maturity measurement techniques,
on team cohesiveness, as well as the effect of
teammates' levels of self on the role of
passionate intellect and squad unity.
 At last, specific financial measures were
 examined to assess group performance.
RESEARCH DESIGN:
The descriptive and causal research designs were employed in
this study. Descriptive research studies focus on characterizing
the features of a single person or a group of people. The whole
element of the universe from which the sample is chosen for
analysis is referred to as the population. The workers of the
company make up the number of my research.

SAMPLE SIZE:
A population universe comprises all the elements considered in
any subject of study. Only a few things can be chosen from the
participants for this study. The selected features include a
sample, which is a technical term. We used 52 employees from
the overall population sample size to perform the analysis.

QUESTIONNAIRE DESIGN:
The researcher has designed a questionnaire taking Self-
efficiency, Emotional intelligence, and team cohesion factors as
independent variables and Task Performance as a dependent
variable. The questionnaire comprised 28 questions, including
six demographic questions.

ANALYSIS OF SELF-EFFICACY & TEAM

PERFORMANCE
 MEAN, MEDIAN, MODE:
Education
qualification

N Valid 53
Missing 2
Mean 2.36
Median 2.00
Mode 2

Education qualification
Frequency Percent Valid
percent
Valid 34 61.8 64.2

Undergraduate
Postgraduate 19 34.5 35.8
Tota 53 96.4 100.0
l
Missing 2 3.6

System
Total 55 100.0

INTERPRETATION: Here, in this mean median and

mode, they have chosen the undergraduate (61.8%) people who
have been the majority of the employees in the company.
 STANDARD DEVIATION

I will be able to
successful overcome
many challenges
N Valid 53
Missing 2
Standard deviation .935
Variance .874
Range 4

I will be able to overcome many challenges

successfully
Frequency Percen Valid
t percent
Valid 3 5.5 5.7

Strongly disagree
Disagree 5 9.1 9.4
Neutral 30 54.5 56.6
Agree 10 18.2 18.9
Strongly agree 5 9.1 9.4
Total 53 96.4 100.0
Missing 2 3.6
System
Total 55 100.0
 INTERPRETATION: These employees have
chosen in neutral (54.5%) way of successfully
overcoming many challenges. But at least a percentage
strongly disagree (5.5%).
INDEPENDENT SAMPLE T-TEST

Group Statistics
Gender N Mean Standard Standard
deviation Error Mean
The team is equipped 28 3.11 1.370 .259
with
Male 25 3.72 1.137 .227
required resource for
the day to day works
Female
 Independent Samples Test

t-test for Equality of Means

Standard 95% Confidence Interval of
error the
difference Difference
Lower Upper
Team is equipped .348 -1.312 .086
Equal variance
with required
assumed
resources for the day .345 -1.305 .079
to day works
Equal variance not assumed
INTERPRETATION: Ha - it is an alternative
hypothesis that the team's relationship between males and
females is equipped with the required resource for the day-
to-day work.
 ANOVA
I can easily understand the emotions of others, and I help
them

Sum of d Mean F Sig.

Squares f Square
Between 2.298 1 2.298 1.59 .21
groups 3 3
Within groups 73.589 51 1.443
Total 75.887 52

INTERPRETATION: Ha – It is an alternate
hypothesis there is a relation between understanding the
emotion of others and helping them.
 REGREGRESSION
Coefficients
Unstand Standardi t Sig
ardized zed .
Model Coeffici Coefficie
ents nts
B Std.Err B
or e
t
a
1 (Constant) 3.9 .412 9.495 .000
09
Team -.1 .120 -.139 - .322
20 1.000
members are
attending the
meeting on
time
a. Dependent Variable: In your team, team members
understand their roles well

INTERPRETATION: This regression is 3.909 with

the variable of 0, which shows there is no relationship
between this.
SUGGESTIONS:
In this, I can include some points that there must be good
cooperation in their teams and a reasonable adjustment
between them. It improves your skills while opening up
your ideas which can make you improve your knowledge
of them.
CONCLUSION:
This study found that identity influenced emotional
intelligence and team cohesion during each research
project at a company. Few studies have examined self-
efficacy's role in mediating the relationship between
emotional well-being and academic achievement.
Knowledge and teamwork Specifically, unlike many
other studies that rely on short-term data, The period of
this study may provide enough time to conduct more lab
experiments. Create member cohesion thoroughly. The
current study gathered both quantitative and qualitative
data. as well as qualitative data in addition to
quantitative data analysis and qualitative data analysis.
The information reinforced the findings of the
quantitative data analysis.
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