ARTICLES Developing Emotional Intelligence Abilities Through Team-Based Learning Nicholas Clarke A few studies have appeared in the literature suggesting that team learning might be an effective means for developing emotional intelligence (EI) abili- ties in the workplace. This study investigated the effects of attending a one-day emotional intelligence training session followed by participating in team-based learning on ability-based measures of emotional intelligence in a sample of MBA students. Training alone had no effect but when followed by participat- ing in team-based learning positive effects were found, but only for those who were categorized as participating more intensively in team learning and only on one specific emotional ability. The findings suggest that greater participa- tion in team-based learning may create stronger relational bonds that sup- port the development of emotional abilities once individuals have gained personal insights into their own emotional intelligence. Although initially popularized by Goleman (1995), the concept of emotional intelligence (EI) has since become a confusing area for many managers and practitioners, because of the increasing number of models that can now be found in the literature. These have been categorized as (a) ability (Salovey & Mayer, 1990), (b) personality (Petrides & Furnham, 2001), (c) competence (Goleman, 1995), and (d) mixed models (Bar-On, 1997; Dulewicz, Higgs, & Slaski, 2003). Although the term emotional intelligence collectively can refer to all these models, they in fact each represent very different perspectives on what is to be included within the concept. This gives rise to competing definitions of EI and, consequently, very different approaches for its measurement. One of the central problems to arise is that despite using the same term, authors are often measuring very different things, such that the predictive power of the HUMAN RESOURCE DEVELOPMENT QUARTERLY, vol. 21, no. 2, Summer 2010 © Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/hrdq.20036 119