1. Introduction

Emotional Intelligence (EI), a concept that connects the fields of psychology and management, has gained substantial traction since its formal introduction in the 1990s. Nevertheless, the roots of EI can be traced back to earlier psychological theories that emphasised the role of emotions in human cognition and behaviour. This historical overview outlines the evolution of EI competence from its conceptual origins to its status in the field while also addressing critical perspectives from the body of knowledge. The notion of EI, which refers to the ability to recognise, understand, and manage one's own emotions as well as the emotions of others, has witnessed widespread adoption and application across various fields, including education, business, and, more recently, project management in sectors such as construction. Below is a comprehensive overview of the historical development of EI competence, an examination of its application in contemporary contexts, and a response to criticisms that have emerged from the academic community.

1.1 Background

In the early 1800s, emotional intelligence was first introduced to unravel the challenges faced in the construction industry and the benefits of emotional intelligence competence when applied within this context. In today’s dynamic, approximately 65% of project failures stem from a magnitude of challenging factors, which is often linked to human error factors^[1]^[1][2] and with the increasing and increasingly complex technical rigour^[2]. It can be argued that the ability to navigate complex projects and manage construction professionals requires not only technical skills but also some level of emotional intelligence as a significant characteristic of the human factor as EI has been used to understand interpersonal relationships for collaboration, teamwork and communications, as the success of the project is critical^[3]. Furthermore, Sayegh et al. (2004) suggested the importance of EI in contributing to performance and productivity. Consequently, an analysis of the literature has shown that EI, specifically, may play an essential role in project success. However, there are technical skills that a construction professional needs before the execution of projects, during the project life cycle and after completion and project handover^[4]. All of these have practical implications for the success of the project, especially for the safety of project teams. Hence, soft skills, particularly emotional intelligence (EI), are recognised as critical determinants of project success^[5]

Current studies have acknowledged emotional intelligence, and research has shown that EI has been the most influential soft skill since its inception. EI is described as the ability to perceive, understand, manage and positively influence the emotions within oneself and in interactions with others^[6]. Regarding this observation, Goleman argues that the significance and effects of EI on work and individual performance, both now and in the future, cannot be underestimated. He asserted that EI is a predictor of success. He further stated that the premise of attaining a high level of EI is that highly emotionally intelligent individuals are considered ‘star performers^[7][8]. He wrote in his book, What Makes a Leader? Page 127, that “the most effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. It is not that IQ and technical skills are irrelevant. They do matter, but mainly as ‘threshold capabilities’, that is, they are the entry-level requirements for executive positions”^[9][10]. His research, along with other recent studies, clearly shows that EI is the sine qua non of leadership. This means that without EI, even an individual with the best training in the world, such as an incisive, analytical mind and an endless supply of innovative ideas, still cannot become a great leader. As such, it is impossible to underestimate the importance of the EI competence of construction professionals.

1.2. Aim and Objectives

This study aims to unravel the level of association between EI models and decision-making for construction professionals, as well as to understand the perception of construction professionals' EI and the critical role it plays in their decision-making in the success of the project, the safety of the project team members and improving productivity.

1. Investigate any associations between decision-making and the level of EI competence among construction professionals.
2. Do construction professionals’ perceptions of EI influence their decision-making in critical situations for mega-sized projects?
3. Evaluating the links between decision-making and emotional intelligence to improve productivity.

It was initially hypothesised that construction professionals who showed higher levels of emotional intelligence would make clearer and safer decisions in critical project settings, as self-management, self-awareness, and social awareness would support the individual to remain calm in such critical settings while maintaining situational awareness.

2. Emotional Intelligence Impact on Decision Making

The ability to ensure the safety of the construction environment depends solely on the individuals working in that environment, which can be linked to their decision-making, specifically focusing on their own safety and achieving the set objectives. However, between these lies the human factor, which combines the decision-making regarding the health and safety of construction workers with the stakeholders’ satisfaction^[11]. It could be suggested that all these decisions underpin the emotional state of those leading the project. Therefore, the ability to understand, regulate, and perceive emotions is critical, and distinguishing, identifying, and observing feelings, both in oneself and in others, helps achieve better performance without biases and pressures^[12]. For example, EI moderates the ability to make effective decisions in critical situations^[13]. A construction professional with a high level of emotional self-awareness will likely make a poor decision due to the qualities associated with those with high self-awareness, such as integrity, accountability and motivation; these traits are driven to achieve beyond expectations^[14]. Furthermore, it can be suggested that those who can master their emotions are considered the hallmarks of charisma and power. This is because a construction professional is expected to work with diverse people, and those who display extreme negative emotions may be unable to make the right decisions. Research has shown that they may be further from what enhances their credibility. Similarly, they may lack the ability to follow the right plan^[15]. Given that the construction industry is known for being a highly stressful environment^[16]. As such, when stress sets in, it negatively impacts the ability to function at work, hence the importance of relatively accepting the psychological well-being and emotional intelligence is significant for workplace performance, this is because individuals dealing with high stress and pressure have a negative impact on both work and individual life^[17]. Therefore, failing to address this significant issue will result in negative consequences, including making incorrect decisions and failures; accidents will occur, affecting overall construction operations.

2.1. Emotional Intelligence Impact on productivity and decision-making in the construction industry

The role of emotional intelligence cannot be underestimated with regards to the impact of productivity and decision making. EI create an in-depth understanding of the practical aspects of project management day-to-day project operations from the soft skill perspective^[6]. A construction professional with a high level of EI is better equipped to manage their emotions when the stakes and project challenges are high such as project delays, safety concerns or risks issues^[6][7]. The works of Afshari and Ghamkhar (2023) suggest a positive correlation between EI and high productivity and team success^[18], of which aligns with that of Zhang and Fan (2013) they linked high EI to improved project performance particularly in mega projects^[19]. This is because EI supports rational thinking, under pressure which helps the project manager remain calm and focused^[20]. The justification for the emphasis on the construction industry in this study is that there has been a robust loss of revenue within this sector due to project failures caused by human error factors. Studies demonstrate a notable correlation between decision-making processes and performance outcomes in the construction project management^[21][22][23]. As such, decision-making styles influence organisational performance via competitive strategies, with analytical and directive styles being the most common^[24]. Abuezhayeh (2021) asserts that the integration of knowledge management with business process management can enhance decision-making and improve organisational performance^[25]. Khahro et al. (2023) identified delays in client decision-making as a significant barrier in construction projects and proposed a decision-support model to address these challenges^[26]. Factors including insufficient technical competence and ineffective communication lead to delays in early decision-making^[27]. Gora (2019) conducted a bibliometric analysis of the relationship between decision-making processes and performance, revealing an increasing trend in research on this topic. The studies collectively emphasise the significance of effective decision-making strategies for enhancing outcomes and overall organisational performance in the construction industry.

2.2. Emotional Intelligence and the Construction Professional

The role of a construction professional in the industry is critical, highly demanding, complex, and varied for the successful delivery of projects^[28][29][30]. Timofeeva et al. (2017) and the Egan report highlight the importance of aligning development and learning to the role due to its complexity^[31][32][33]. From the soft skill perspective, competence in project management is described. Similarly, the need to focus on people management over “tools and techniques” was recognised by Ives (2005) and Winter et al. (2006). In addition, the influence of both internal and external environments on managing complex projects is also acknowledged, as the unpredictability of uncertainties increases the complexity of decision-making, particularly when multiple unexpected variables arise during project execution^[33][34]. This unpredictability places increased demands on construction professionals beyond the conventional project life-cycle, followed by various professional bodies, to adapt to unforeseen challenges and complex/chaotic environments^[35]. Additionally, from a cultural sensitivity perspective, EI competence plays a pivotal role, particularly in the components of self-awareness and social awareness, which, in turn, require both interpersonal and intra-personal skills. Various studies recognise that interpersonal skills are an essential part of human intelligence. However, the methods to develop these skills among construction professionals lack distinctive pathways, which are, in effect, non-existent. Why is there still limited uptake and application of EI when it has been established to have a high impact? As such, it is seen across other sectors that the engagement of soft skills can create positive outcomes; mainly, the attributes of EI in critical high-risk situations have been applied and yielded successful outcomes^{[1][5][6][36]}. Thus, from the cultural sensitivity aspect, whilst it is essential to lead, guide, direct, motivate and steer the team through challenges and deliver project objectives, it is also necessary to appreciate the impact of EI on that process^[37]. Especially in a multicultural setting, an emotionally intelligent construction professional can navigate cultural diversities and sensitivities, ensuring a harmonious and inclusive team environment. This raises the question: Should EI be integrated into the construction industry for uptake and application for all levels of construction professionals so that EI is understood, facilitating a holistic approach to productivity and successful project delivery? Goleman's (1995) definition of EI is instrumental in this regard, as the capacity to recognise, analyse, and be aware of one's own and others' emotions and then channel one's thoughts and actions toward cultivating peaceful, productive, success-driven environments for work. Therefore, this study suggests developing a conceptual framework of EI for training.

3. Methodology

3.1. Research Design

An online questionnaire-based survey was conducted to collect the necessary data for this study, and semi-structured interviews were held with construction professionals. Please refer to Figure 1 (below). As such, the literature review findings and reports from professional bodies also informed the study. These methods were chosen because they were deemed appropriate, and mixed data allowed the researcher to listen and understand the construction professional’s perception of EI. The quantitative method was used to assess participants' capacity to understand the EI competencies based on Goleman’s model of EI, covering variables such as relationship management (seven questions), social awareness (five questions), self-management (six questions), and self-awareness (five questions). Furthermore, the participant's skills on variables such as project success (fifteen questions), collaboration (four questions), communication (five questions), teamwork (seven questions), and conflict management (eight questions) were assessed using the link, and a copy can be obtained in this link (https://survey.napier.ac.uk/n/zz81d.aspx) and link to the qualitative interview consent form can be accessed from this link (https://survey.napier.ac.uk/n/zz8iu.aspx). The quantitative data collected addressed the first research question. In contrast, the qualitative semi-structured interview data collected provided answers to the second research question. This will provide a deeper understanding of the construction professionals' perspective on the perception of EI competence.

Figure 1. Research Design Framework. This figure legend depicts the flowchart of the research method utilised for data analysis in this study.

From the questionnaire survey approach, the 64-item survey questions were grouped into six categories: the EI components, conflict management, teamwork, communication, and collaboration variables were all assessed in the questionnaire, along with participant demographics. A 5-point Likert scale was utilised. The qualitative semi-structured interview aspect explored the understanding and perception of the construction professionals' EI awareness level, and 14 main questions were asked, followed by four sub-questions. The influencing factors for considering the research design primarily for this purpose, but were not limited to:

1. Assess the construction professionals' EI level and their awareness of the concept
2. Deploying a numeric data scale to link their EI with decision-making and project success.
3. Highlight the nature of the association between EI variables and performance variables.
4. Utilize statistical tools by employing closed questions with a five-point Likert scale. (1 being the lowest while five being the highest).
5. The ease of applying primary data and methods for obtaining the data.

These primary data were collected from twenty-two construction professionals with various designations and tasks. This method yielded a robust probability sample, enabling a richer dataset. The sample was determined by assessing the following criteria:

1. Is the sample appropriate to the objectives?
2. Is there sufficient time to capture data from the sample?
3. Is access to the sample possible?
4. Is the sample as good as possible?

The steps below were judiciously followed to collect the primary data and connect the analysis.

1. Participant Selection and written/verbal consent were obtained
2. Ethical considerations
3. Developing the questionnaire survey and piloting
4. Mode of delivery
5. Data collection
6. Response rate

3.2. Interview Protocol

Additionally, the participant responded to fifteen open-ended questions for the qualitative methods. Additionally, this study employed a six-phase reflexive thematic analysis^[38][39], was utilised, and qualitative data was collected for these purposes^[40]. A step-by-step, reflexive thematic analysis was performed to provide further insight into the holistic perspective of construction professionals. The semi-structured questions were responded to in much greater detail than initially expected. Hence, it yielded richer qualitative data that could be utilised alone in this study. However, this allowed for a more in-depth explanation of the quantitative data and provided a more comprehensive account of the data by fulfilling the six phases. Following the phases Braun and Clarke stipulated in the research design, this study aims to provide additional insights to represent the collected data both semantically and latent. Fig. 1 illustrates the six-phase research design inspired by and adapted^[40][41]. As shown in Fig. 1, phase one – critical note taking and familiarisation of data elements involves having an in-depth understanding of the data transcribed. Phase 2 – Systematic free coding with descriptions and text search memos. Phase three – generating initial themes from collated data, which involves sorting and coding to categorise themes. Phase four – developing and reviewing themes – involves reading the references for each theme to ensure consistency and coherent patterns and forming a thematic map. Phase two, on the other hand, involves data validation. Hence, the validity of individual themes about the data set. Phase five – refining, renaming and defining themes- involves writing detailed analyses in response to the research questions and producing memo links and codebooks. Finally, phase six is writing the report. Braun and Clarke (2022) indicate that the six-phase reflexive thematic analysis distinguishes RTA from other qualitative analysis approaches, as it helped me maintain a journal of reflections and insights throughout the process. However, the tool helped me deepen my reflectivity as I progressed with coding and writing. I would say the whole process was organic, although iterative. At the same time, the researcher immersed myself in the data to have a deep engagement, making sense of the data and interrogating the values and positioning of the participants, as well as my own, which shapes the research process and enables me to produce a meaningful and valuable contribution to knowledge. By using this method, a researcher can gain a better understanding of the associations between variables of interest, as analysing quantitative data provides more in-depth and valid results due to the potential for triangulation^[42]. The chosen method is appropriate due to its rigour in data analysis, which is necessary to understand the associations present, how the variables are related, and potentially why participants responded to scenarios in a certain way^[43][44] (Clark & Badiee, 2010). The qualitative data on EI and the decision-making of construction professionals addressed the research question and provided a deeper understanding of the topic. Consent was obtained using (https://survey.napier.ac.uk/n/zz8iu.aspx).

Figure 2. The interview protocol for all participants. The participant demographic details the line of work where they manage the project. The majority work in the construction and built environment.

Figure 3. Six-Phase Braun and Clark Reflexive Thematic Analysis. This figure illustrates the steps involved in analysing the data phases, while the second figure highlights the progress made and details how it was coded and thematised.

3.3. Analysis

The study employed an analytical survey using both mixed methods, including quantitative and qualitative approaches, to establish the associations between emotional intelligence and decision-making to improve productivity. Different analyses were used for each respective data analysis. Highlighting the flow of the chart. The analysis presents a comprehensive result from the qualitative data collected through in-depth, semi-structured interviews with 14 participants within the UK construction industry. The sample comprises construction professionals, and 40 survey questions were analysed using SPSS software. Additionally, the study employed the six-phase reflexive thematic analysis (RTA) by Braun and Clarke (2022) for analysis, and NVivo 14.0 software was also used. The study benefitted from an inductive approach; responses from participants (P10 and P12) reveal key themes related to the role of emotional intelligence (EI) in decision-making processes. These responses suggest that EI is a fundamental element in how construction professionals address clients' and stakeholders' needs, adapt to situational challenges, and ensure effective project outcomes.

3.4. Emotional Intelligence Measurement

In this study, the 64-item questionnaire survey instrument distributed to participants is a self-report questionnaire that includes written consent and demographic questions, as well as a feedback section with open-ended questions. The open-ended feedback question was developed to gather further data on how construction professionals weighed various factors in arriving at their decisions for each question and to provide insight into multiple dimensions of EI. Additionally, the self-report tool was chosen for this study as the academic credibility of the tool has been validated by several scholars and for the potential sample size of the study, the self-report tool has been used in previous literature with similar sample sizes (Goldenberg et al., 2006; O’Connor & Little, 2003; Tett et al., 2005). The EI components measured scenarios related to relationship management variables, such as “I mentor and motivate both individuals and teams,” which assessed their relationship management capabilities and how construction professionals are likely to engage with team members or stakeholders in the face of project failure. The survey tool underwent a pilot study prior to the primary research, gathering comments and feedback from several construction industry workers in the UK to verify the wording, timing, and overall questions asked. For example, Goleman’s self-report tools have been shown to predict workplace success and team performance. Moreover, the self-report EI measure effectively predicts subjective stress management (Schutte & Loi, 2014). The self-report EI measure was adopted in this study for many reasons.

3.5. The Decision-Making Measurement

The decision-making scenarios were assessed through semi-structured interviews, indicating that it is expected that construction professionals will likely incorporate EI considerations into their decision-making process. Questions such as “How do you incorporate emotional intelligence considerations in your decision-making process as a construction professional?” were posed to the construction professionals

4. Quantitative Data Analysis

A correlational and descriptive quantitative design was employed throughout the data analysis section to interpret the central data pool further (Bloomfield & Fisher, 2019). The data analysis method was hypothesis testing using descriptive and inferential statistics. The quantitative data were analysed using Microsoft Excel for data cleaning and exported to SPSS (IBM). Participants completed the online survey via the Novi website owned by Edinburgh Napier University.3.2.5. 

5. Key Findings

Firstly, the analysis revealed that out of the twenty-two interviewed participants, only four had received EI training in their previous jobs, and they believed EI is linked to project success. This highlights the gap in awareness of emotional intelligence. Although construction professionals generally recognise the importance of EI in their work, they view it as a skill that needs to be developed, mainly within the construction industry. Remarkably, only some participants demonstrated an awareness of the relevance of EI in managing work-related stress, enhancing interpersonal relationships, and improving communication. However, significant gaps were identified, particularly in self-awareness and relationship management. This suggests that while construction professionals recognize the value of EI, there is a need for more structured development and training in this area. More deliberate efforts are needed to raise awareness and integrate EI training into industry practices, thereby fostering the development of essential emotional competence.

Research findings revealed a significant absence of understanding of EI in the sector. The conceptual model presented highlights a series of push-pull forces, which, when combined with various management tools (and the concepts of EI), can help increase productivity and performance. The conceptual model benefits academia, training organisations, professional institutions and commercial organisations. Whilst this relatively small sample set is considered homogeneous and representative, future work will include factors relating to scale, organisational maturity, and hierarchical trajectories.

This study accessed the construction industry professional’s perception of emotional intelligence competence to understand how an awareness of EI competence has enhanced the relationship between stakeholders and construction professionals’ performance levels. The findings of this study showed that the construction professionals who had received training on EI (4 out of 22) had better engagement with their stakeholders and team members. However, most respondents had not received training; again, the lack of awareness of the EI concept was significant. Regarding the relationship between EI competence and construction professionals’ engagement with stakeholders and team members, Goelman posits that they must possess characteristics that enable them to understand and manage their emotions and those of others. Furthermore, Rezvani (2019) states that this ability is crucial for building positive relationships, resolving conflicts, and promoting a conducive working environment for all parties involved (Khosravi et al., 2020; Rezvani et al., 2019). This study justifies exploring EI as a critical factor in facilitating these essential skills, aligning with Rezvani et al.'s report (2019).

A few studies have highlighted that effective communication is a good determinant of stakeholder management in the construction industry, which helps to address the gap in human interactions and management among construction professionals. As such, it profits the construction industry. This is because the study identified a knowledge gap in the training in soft skills, highlighting the importance of EI competence for construction professionals in the UK construction industry. The table below highlights the key findings of this study.

6. Results and Discussion

From the interview, this code and themes were generated using an inductive approach. Responses from participants (P10 and P12) reveal key themes related to the role of emotional intelligence (EI) in decision-making processes. These responses indicate that EI is a foundational element in how construction project managers navigate stakeholder needs, adapt to situational challenges, and ensure effective project outcomes. All four categories suggested by Goleman emerged throughout the semi-structured interviews with construction professionals. The categories are self-awareness, social awareness, self-management and relationship management. However, findings from the study suggested an additional three subdomains to highlight the benefits of self-awareness and self-management; the new subdomains identified are “Spirituality Awareness” and “Intentionality”, and this helps to explain the self-awareness competence. While the domains for social awareness introduced a new subdomain called “experience”. Some of the participants mentioned that they became emotionally intelligent through “Experience”, while the other domains, such as relationship management, introduced a new subdomain as “Interest”. See the table below. All these new subdomains emerged during the interview for all fourteen participants. This demonstrates the value EI carries in maintaining a healthy work environment. As proposed in the developed framework.

Table 1. EI Components and Newly Found Sub-Components.

Key Themes

Research Objective One: Explore the associations, if any, between decision-making and the EI competence level among construction professionals.

Figure 4. Level of Familiarity.

This figure illustrates the extent of familiarity with emotional intelligence among professionals in the construction industry. Fourteen construction professionals participated in a qualitative semi-structured interview and were asked about their familiarity with the concept of emotional intelligence. Very few reported being familiar with EI, as they had received training in their previous jobs before entering the construction industry. At the same time, a fair number of participants were somewhat familiar with the concept. Meanwhile, a majority indicated that they were unfamiliar with it. This suggests a low level of awareness of EI among construction professionals. Furthermore, 40 participants completed the quantitative questionnaire survey, as seen on the right side of Figure 4 above.

Emotional intelligence (EI) awareness could be higher than technical skills. Figure 1 compares the awareness, application, and understanding of construction professionals from both theoretical and practical perspectives. There is a clear indication of a gap within the construction industry, which presents an opportunity for professional bodies, government, and construction industries to leverage and maximise the benefits that EI offers. For example, P22 and P12 consider EI competence integral to individual performance and project objectives, and it aids in the decision-making process. 

6.1. Limited EI Competence Awareness

The findings of this study suggest that there is a considerable lack of EI competence awareness among construction professionals. For example,

P9 said, “Let us say I am not familiar with it. But what I will say is that. I understand the concept”.

P10 said, “That is OK. I have a significant quantity of knowledge on emotional intelligence, so am I aware, probably not as much from a theoretical standpoint.”

P5 said, “I am somewhat familiar with emotional intelligence.”

P6 further said, “I know my understanding from what I have read previously concerning emotional intelligence ability for individuals to perceive”. P7 added, “Fairly familiar. I have got a rough understanding of it.”

P20 said, “I do not know if I am that familiar with it. P16 said - Umm. I would not say very. Yeah, I am not super. Familiar with it,” P18 said – “Um, true to say not very. Yet. So, I would need a little bit of explanation”.

This implies that construction participants were unfamiliar with the concept, others were aware, others needed more explanations about the concept of EI or EI competence, and lastly, others who had some knowledge lacked the theoretical underpinnings. The findings of this study align with a few studies that have acknowledged the growth of the body of knowledge and the increasing awareness of the concept, including Saini and Soni (2016) and Kukah et al. (2022). Most studies, like the findings of this study, acknowledge the growing importance and benefits of EI intelligence competence in, for example, stress management, self-awareness, people management, self-management, stakeholder management, client care, health and safety. However, the author of this study is concerned about the lag in uptake, lack of formal understanding, lack of information, lack of awareness, and lack of training in EI competence within the industry.

This study also argues that the government, industry leaders, professional bodies, government agencies and educational institutions have a significant role to play in promoting EI competence among construction professionals. The Construction Industry Training Board (CITB), which is mainly responsible for providing training and establishing programmes to help workers meet the demands and needs of the industry, has carried out a systematic review and conducted a study on raising the performance of 600 employers, employees, stakeholders and behavioural change experts. The study explores industry solutions to drive behavioural change to improve performance in the industry. Although the study recommends a focus on growing culture, trust, quality and collaborations to be achieved by prioritising behavioural and interpersonal skills training and boosting uptake, so far, there is no structured initiative, programme or partnership for promoting Emotional intelligence competence in the industry. This study claims that the uptake of behavioural and interpersonal soft skills like EI competence will continue to be low, except industry agencies like the CITB establish training programmes and that EI competence is enshrined in built environment curriculums in universities and colleges.

Moreover, professional bodies also have a significant role to play in increasing the awareness of EI among industry professionals. Bodies such as the RICS, APM, CIAT and CIOB would need to first recognise EI as an important competency among others such as communication and client care. For improved uptake of EI, the need needs to be recognised as professional standards in occupational competency standards of the professional bodies. To increase awareness among built environment students, universities need to understand the conceptual framework and teach EI as part of key competencies in their programmes. This will help build awareness, formal understanding, and knowledge as well as application of the concept in professional environments.

6.2. Culturally Sensitive and Body Language

Emotional intelligence is critical for bridging cultural gaps in the construction industry. Research indicates that EI has a significant impact on expatriates’ cross-cultural adjustment, accounting for 60% of the variance in adaptability to the foreign work environment (Konanahalli & Oyedele, 2016). For example, in the Thai construction industry, emotionally intelligent project managers and engineers effectively navigate conflicts by combining local cultural norms with collaborative problem-solving approaches (Sunindijo & Hadikusumo, 2014). Additionally, Coelho (2012) states that it is valuable in healthcare settings where increasing cultural diversity demands high levels of emotional and cultural sensitivity from clinicians. Despite the importance, the construction industry has been slow to adopt the EI concept (Lawani & Moore, 2021). Moreover, Mo et al. (2007) posit that construction students have lower EI development than other professions, emphasising the importance of integrating EI into the construction curricula. Therefore, this study argues that improving EI competence in construction professionals can help them manage cross-cultural interactions, resolve conflicts, and adapt to diverse and complex construction environments, thereby resulting in more project success in the global construction industry.

The construction industry has been globally multifaceted, and in recent times, construction professionals have been able to work from anywhere and anywhere. This has become very prevalent since the COVID-19 pandemic lockdown (Fateh et al., 2024). Technologies that foster collaborative work have increased. With this global norm, project teams are comprised of diverse people from different cultural backgrounds. This competence aids these constructional professionals in navigating cultural differences and understanding body language with sensitivity while ensuring that project team members feel valued, appreciated, and included. The participant said,

“I am not familiar with it, but I believe the concept is all about understanding human behaviour, reading your body language and responding to it accordingly.”

A construction professional with a high level of EI competence would have the capacity to bridge the cultural gap by fostering a cultural awareness campaign, inclusive team culture and a work environment where diverse perspectives are respected, celebrated and leveraged, thereby leading to more innovative solutions and a more harmonious work environment. The participant said,

“Internally, however, projects need to find harmony if they are going to be successful. So, a construction professional needs to know when to be kind of ruthless in business and when to be understanding and sensitive,” another

All these quotes point to cultural sensitivity and to creating a more conducive and harmonious work environment where projects and project teams can thrive.

Regarding body language, EI is essential for interpreters to make sense of non-verbal cues in their work. This aligns with the work of Besson et al., (2005). A study on the case of language perception claims that the listener retrieves the articulatory gesture, attributing the speaker's intentions (de Gelder, 2006). This study argues that due to individual differences, the emotional display of construction professionals can influence the attitudes and behaviours of project teams. In contrast, these mechanisms can be likened to an ability to influence others positively; observing others' emotional displays can help to read and understand the emotional cues of team members, especially when a team is under pressure. Hence, emotionally intelligent construction professionals would be sensitive to the variation in non-verbal cues. P22 said,

“There is an acknowledgement in their body language and their physical behaviour that they know they have done something wrong. So that is how I use that,” and P12 said, “But it then makes sense to me why there was some of that body language.”

P5 added,

“You must learn to read body language properly when working in a project environment. You must also learn to understand tones.”

The findings of this study suggest that some construction professionals may struggle to understand certain words and may use body language as a means of responding. The participants above expressed their concerns about the need to understand emotional body language as a tool for effective communication, especially for those with a limited understanding of the English or their tribal language. This study argues that the connection between emotional intelligence and body language should not be underestimated. It is integral to effective communication and emotional regulation, which are vital components of EI competence. In a construction environment, the ability of construction professionals to read, interpret, and understand, as well as respond to body language, is critical. Particularly subtle signs of disengagement, such as avoiding eye contact or fidgeting during project briefing meetings, are also important. On the contrary, the use of positive body language by construction professionals, such as humour, smiles, laughs, maintaining open gestures, and nodding, encourages trust and collaboration and creates a supportive work environment. This is because non-verbal cues, such as gestures, postures, facial expressions, eye contact, and body movements, provide crucial insights into emotions, intentions, behaviours, and attitudes, often more accurately than verbal expressions. Moreover, it aligns with the work of Goleman (1995) in his definition of having the ability to recognise, understand, manage, and interpret one's own emotions and those of others. Therefore, his definition relies on the use of non-verbal communication to interpret the meaning conveyed.

The theme of perception of EI competence suggests that while EI may not be explicitly acknowledged as a formal construct, it is viewed as an inherent part of daily practice. (Boyatzis & McKee, 2005b),

Objective Two: Does the perception of emotional intelligence (EI) among construction professionals influence their decision-making in critical situations for mega-size projects?

The participants expressed that EI is significant in their decision-making, as it enables them to consider the impact of their decisions before acting on them.

Stakeholder Sensitivity in Decision-Making

P10 "Each individual person requires a different kind of… they have their own different needs and wants… so your emotional intelligence needs to be able to balance on who it is, what they need, and how you are going to resolve [the issue]."

This response highlights the necessity for project managers to tailor their decision-making approaches based on the unique needs of different stakeholders. EI enables managers to assess the expectations of various groups, ensuring that decisions are inclusive and considerate

P10 stated, “Emotional intelligence serves as a foundation that filters through all your decision-making.” P10 also mentioned that if I were to decide on the stakeholder group, they must understand their backgrounds. How significant is the impact of the decision when it is made, and how does it affect others? This aligns with that of P12, who stated that “EI is important in any decision I make because it applies to people. This simply implies that construction professionals with a higher level of emotional intelligence and competence consider it to be significant in their decision-making process. Research highlights that construction project managers operate in complex, multi-stakeholder environments where understanding and responding to individual stakeholder needs is critical. Effective stakeholder management depends on EI competencies such as empathy and active listening (Mersino, 2013). According to Turner (2016), project managers with high EI build stronger relationships with stakeholders, leading to increased cooperation and project success.

Adaptability and Flexibility

P10: One problem would be very different from how you resolve another problem per stakeholder group… Being able to interchange. Flexibility and adaptability. There you go. There are two words that you need."

EI facilitates adaptability, enabling project managers to adjust their strategies in response to changing contexts. The ability to adjust responses based on the nature of the problem, whether it is stakeholder-driven or technical, ensures efficient decision-making. Adaptability is a key EI trait in construction management, where unforeseen challenges such as supply chain disruptions or workforce issues are common (Allen et al., 2014; Müller & Turner, 2007). Emphasises that EI enhances a project manager’s ability to adjust their leadership style and decision-making approach in response to changing circumstances. High-EI leaders are more resilient and capable of making informed decisions in dynamic environments (Rezvani et al., 2016).

Empathy-Driven Decision-Making

P12 "Any decision I make, if I do not capture EI properly, will impact the delivery of my project."

This statement reinforces the significance of empathy in informed decision-making. A failure to integrate EI considerations may lead to misunderstandings, disengaged stakeholders, or project inefficiencies. Empathy ensures that the human element is not overlooked, leading to smoother project execution.

P12 further noted that “in the delivery of my project, I have to make sure that my reasoning is emotionally intelligent, and the influence of my decision has to be emotionally intelligent”

Empathy, a core component of EI, is vital for understanding team members' and stakeholders’ perspectives (Goleman, 1998). This study suggests that emotionally intelligent project managers are more effective in resolving conflicts, fostering collaboration, and ensuring stakeholder satisfaction. This aligns with the works of Mersino (2013), which posit that poor EI in decision-making can lead to disengagement, resistance to change, and project delays (Mersino, 2013).

Situational Awareness in Problem-Solving

P10 said, "For that stakeholder group, I have got to be understanding of where they are coming from… You might get along with the project, and then it is like, 'Ah, what we expected that supplier has now shut down. They are no longer operating. So, we now actually need to choose between these two options.”

EI helps project managers assess the wider project environment, anticipate challenges, and develop solutions that align with stakeholder needs. By remaining aware of shifting circumstances, managers can ensure that decisions are timely and contextually appropriate. Project managers with high EI are better at reading project environments and anticipating potential risks (Clarke, 2010). Situational awareness enables them to make proactive and informed decisions, minimising disruptions (Turner & Müller, 2005). Research by Rezvani et al. (2016) suggests that project managers with strong EI can navigate uncertainty more effectively by remaining composed and making rational decisions under pressure.

Emotionally Informed Decision-Making

P12: “I must ensure that my reasoning is emotionally intelligent… The influences on my decisions must be emotionally intelligent.”

This highlights the integration of EI principles into cognitive decision-making processes. Rather than making purely technical or logistical choices, emotionally intelligent project managers factor in relational dynamics, ensuring that decisions are both logical and considerate. Decision-making in construction projects is not purely technical; it involves human factors such as morale, motivation, and conflict resolution (Mousa & Othman, 2020; Stranks, 2007). EI helps project managers consider both logical and emotional aspects of decision-making (Mersino, 2013). Studies show that emotionally intelligent managers make better decisions because they assess the impact of their choices on both project outcomes and people (Turner & Müller, 2005).

Figure 5. Conceptual Diagram. The diagram above illustrates how emotional intelligence influences decision-making in the construction industry. This is based on both the reflexive thematic analysis and Goleman’s (1995) EI model. 

Contribution to Knowledge

Walker (2025) suggests that originality is crucial in any academic inquiry (Walker, 2025). Therefore, it outlines several approaches to creativity in research, including the novel application of established theories to different domains, a combination of innovative concepts, new methodologies, tools, and techniques, exploration of uncharted research areas, and fresh interpretations of existing resources.

This study has significantly advanced the understanding of EI competence in the construction industry by employing a robust methodological framework. Consequently, methodologically filled a gap, enriching the literature and impacting various other fields such as:

Firstly, this study employed Braun and Clarke's reflexive thematic analysis (RTA), a novel method for evaluating EI competence among construction professionals in the UK. This research thoroughly utilised Braun and Clarke’s reflexive thematic analysis. It provided a phase-by-phase guide on how to implement the steps in this research context, which is particularly beneficial for those new to the field. To the best of the author's knowledge, no study has employed the RTA methodology in evaluating the EI competence of construction professionals in the UK construction industry.

Secondly, this study found that construction professionals' awareness of, uptake of, and application of EI is low in the UK construction industry. Therefore, some construction professionals may not consider emotional intelligence in their decision-making process.

Thirdly, the study utilised a well-established brainstorming tool called Fishbone Diagram to illustrate the primary themes related to the root cause and impact of integrating and applying EI competence within the construction industry from the construction professional’s perspective.

Fourthly, this study employed the fishbone diagram (also known as the Ishikawa diagram) to facilitate brainstorming and understanding of how construction professionals perceive and utilise EI. This method facilitated the identification of latent themes, such as the underlying cultural and organisational barriers that hinder the development of EI in an industry where technical skills are typically prioritised. The fishbone diagram provided a clear framework for understanding how these barriers interact and affect the growth of EI within the industry. This tool enhanced the analysis and informed the practical recommendations, offering a pathway for overcoming these barriers and fostering a more emotionally intelligent workforce in the construction industry.

7. Contribution to Practice

Fifthly, the study recommends entry points for integrating EI competence into the UK construction industry's professional practice, namely through built environment educational curricula and through professional standards for apprenticeship, chartership and professional membership.

Lastly, this study further develops a map for integrating EI competence into the UK construction industry, which will be relevant and have significant implications for professional bodies intending to adapt or mainstream EI competence.

8. Limitations and Further Research

Although this study successfully met its aim and objectives, certain limitations were encountered during the research process.

Several limitations were discovered during the survey. As such, the researcher acknowledges this limitation and adopts a strategy that allows the completion of the study. These limitations include

Firstly, the data collection concentrated exclusively on construction professionals within the United Kingdom without encompassing those in other countries. This aligned with the study’s scope, which focused on construction professionals within the UK.

Secondly, time constraints due to time constraints and access to the interview population were limited; as such, only 14 construction professionals were interviewed using the qualitative method, which needed to be increased for the sample size to be analysed. Further, another limiting feature of this research may be the smaller sample size, which consists mainly of UK construction professionals, and the quantitative sample size of only 40. Further studies should consider increasing the sample size and extending it to other sectors or countries.

9. Future Study Direction

This study successfully developed a map for integrating EI into professional practice; however, the author considers this map simplistic. Future research could explore mapping the EI competence framework with existing professional standards and built-environment programme curricula in more detail and further develop a framework for adapting EI competence into the industry.

Secondly, the data collection focused exclusively on construction professionals within the United Kingdom, without encompassing those in other countries. Future studies should explore EI competence in other contexts and from a global construction perspective.

Thirdly, due to time constraints and limited access to the interview population, the sample size was restricted; as such, the qualitative method was employed, and only 14 construction professionals were interviewed. Future studies should explore expanding the sample size and utilising mixed methods.

Fourthly, future studies could investigate how EI can enhance various aspects of construction management, such as negotiation, client care, stakeholder management, safety management, and conflict resolution.

10. Conclusion

According to Huynh et al. (2018), they claim that their “current understanding of emotional intelligence is flawed and incomplete” fourteen (Huynh et al., 2018). In their study, they discussed some of the major controversies surrounding EI, including the lack of consensus on its definition and measurement inconsistencies. However, they propose that the primary gap in current EI scholarship is a lack of understanding of cultural differences, cultural diversity, and cultural norms related to affective processes that underpin various aspects of EI abilities. Drawing on previous theoretical models, they provided an overview of the components that have been described as encompassing the construct of ability EI: emotion perception, emotion understanding, and emotion regulation. For each of these components, they reviewed the relevant cultural literature and discussed how cultural differences can significantly impact the holistic understanding of the EI concept. Interestingly, they concluded by examining the integration of culture into the implementation and evaluation of emotional intelligence competencies. Furthermore, they argue that the EI construct cannot be fully understood without considering the cultural context.

As such, to address these gaps, organisations must integrate EI as a core component of leadership development programs. Training should include practical tools and strategies for developing the four dimensions of Goleman’s EI framework: self-awareness, self-management, social awareness, and relationship management. For example, self-awareness can be cultivated through reflective exercises, personality assessments, and peer feedback, enabling leaders to better understand their strengths and limitations. Self-management training might focus on techniques for emotional regulation, such as mindfulness or stress management strategies. Social awareness can be enhanced through cultural sensitivity training and active listening exercises, while relationship management can be strengthened through conflict resolution workshops and coaching in effective communication.

In addition to structured training, organisations should foster a culture that values emotional intelligence by embedding it into leadership evaluations and succession planning. Leaders who demonstrate strong EI competencies should be recognised and rewarded, reinforcing the importance of these skills. Mentorship programs can also play a key role, pairing emerging leaders with emotionally intelligent role models who can provide guidance and support. Furthermore, organisations must challenge the stigma around "soft skills" by emphasising that EI is a measurable and impactful competency that directly contributes to organisational success.