Emotional Intelligence in Engineering Problem-Solving: A Phenomenological Study Among Manufacturing Engineers

Abstract

Engineering graduates often enter the workforce with underdeveloped emotional intelligence (EI), leading to challenges in emotional regulation, decision-making, and social interactions that subsequently impact their employability and job performance. Despite its recognized importance for professional success, the integration of EI into engineering education remains inconsistent. This study aims to identify the essential Emotional Intelligence competencies required for successful engineering problem-solving. Using a phenomenological approach, semi-structured interviews were conducted with practicing engineers in a manufacturing setting. The findings reveal three key EI competencies frequently demonstrated by engineers, which are now formulated as empirical insights: (1) Initiative – Taking proactive steps to address issues and empirically validate assumptions; (2) Adaptability – Strategically adjusting to changes and collaborating across departments to manage uncertainty; and (3) Self-Recognition – Deep awareness of one's strengths, limitations, and the impact of one's behaviour on the team. These findings offer clear empirical insights into the critical role of Emotional Intelligence within the manufacturing engineering context, suggesting that engineering education programs should explicitly teach these skills.